Contents

Introduction Course Structure Assessment Delivery of Learning Opportunities Accreditation Prior Assessment Record Keeping Young Persons Cover Page and Checklist

Page 3 5 7 10 11 12 13 15

Units of Work
CAAEW 30 Negotiate a learning plan CAAEX 20 CAAEY 30 CAAEZ 30 CAAFA 30 CAAFB 30 CAAFC 30 CAAFD 30 Assemble an assessment portfolio Consolidate communications skills Consolidate spatial skills Consolidate number skills Consolidate reading skills Consolidate writing skills Use online resources safely
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Introduction
The Certificate I Education and Skills Development (Cert 1 ESD) focuses on the development of language, literacy and numeracy competencies in order to increase students opportunities for participation in employment, training and community life. The certificate provides a balanced program of training in the five Australian Core Skills of:
Reading Writing Numeracy Communication Learning

The learning in these five areas requires the integration of these competencies into real-life tasks and situations. It is designed to include learners from all target groups (ESB, NESB, employed, unemployed, trainees, people with disabilities, Deaf and Hard-of-Hearing) in a variety of contexts and study arrangements (full-time and part-time, in formal and informal training institutions, workplace, prisons, community-based, detention centres, distance and on-line etc). The design of the curriculum takes into account the large and diverse student group by maximising choice, flexibility and individualised learning programs for students. The aim of the Cert 1 ESD is to provide a program of study that takes into account the particular learning styles and needs of an extremely diverse range of learners, while at the same time offering pathways toward further education, training and employment opportunities.
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On completion, young people will have:

basic fundamental knowledge and understanding in an area of

work and/or further learning

awareness of self as a learner, learning orientations and

approaches to the management of learning such as setting goals

the ability to design and negotiate learning pathways basic skills to participate in everyday life the cognitive and communication skills to receive, pass on and

recall information
reading and writing skills, using a limited range of strategies to

identify and convey specific information, in highly familiar text

technical skills involving the use of tools appropriate to the

activity and use of basic communication technologies

the ability to demonstrate the application of knowledge and

skills with some autonomy in defined contexts and within established parameters in communication reading and writing
the ability to identify mathematical information and meaning in

activities and text

the ability to use simple mathematical and problem solving

strategies in familiar contexts

the ability to construct knowledge and demonstrate active

engagement in learning in contexts that may include preparation for further learning, life activities and/or a variety of initial routine and predictable work-related activities including participation in a team or work group.

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Course Structure
Young people are required to reach exit Australian Core Skill Framework (ACSF) level 2 at the completion of this certificate. The maximum nominal hours recommended for a learner to proceed from ACSF level 1 to exit at ACSF level 2 is 800 nominal hours. Therefore the required nominal hours for this certificate are: Nominal hours 230 - 800 To be awarded the Certificate I in Education and Skills Development, 40650SA the learner must successfully complete a total of: 8 compulsory units: 7 units exiting at ACSF 2 level across 5 core skills and 1 technology unit. Learning (two units) Negotiate a learning plan CAAEW 30 Assemble an assessment portfolio CAAEX 20 Reading (one unit) Consolidate reading skills CAAFB 30 Writing (one unit) Consolidate writing skills CAAFC 30 Communications (one unit) Consolidate communications skills CAAEY 30 Numeracy (two units) Consolidate number skills CAAFA 30 Consolidate spatial skills CAAEZ 30 Technology (one unit) Use online resources safely CAAFD 30
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Course Structure cont.

The learner must show evidence of all 8 compulsory units at an exit level of ACSF 2 or above. The evidence will be recorded in an assessment portfolio, as developed in the unit Assemble an assessment portfolio, CAAEX (at ACSF 2).
This includes the 8 compulsory units (230 hours). Up to 570 hours of supporting units at ACSF 1 2 may be

undertaken, as required by each individual learner to achieve ACSF 2 exit level across all compulsory units. The information in this resource relates only to the Developmental Supporting Units and the Compulsory Units.

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Assessment
Students need to demonstrate competency of each of the performance criteria for every learning outcome. While all performance criteria must be assessed in accordance with this assessment criteria, there is considerable flexibility in the assessment approach and methods. Conditions and methods appropriate to the learning outcomes are detailed in each unit description. Learners should be given a fair go. This means that they should be given as many opportunities as reasonable and as resources permit, to demonstrate competence (i.e. learners do not fail, they are seen as not having yet achieved competence). In all cases the emphasis will be on a form of assessment which is appropriate, not only in relation to the competency, but also to the level of the course and to the requirements of particular modules and particular learner groups. As far as possible, it should reflect the application of the competencies in real situations and not rely on pen and paper testing.

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Assessment cont
Assessment methods should be flexible, valid, reliable and fair. Assessment of units requires evidence of satisfactory performance for each element of competency and its performance criteria through a variety of tasks depending on the criteria specified. The following principles should be used as a guide to the assessment approach:
Assessment task/activities should be grounded in a relevant

context and be culturally sensitive.

Young people should be assessed across a wide range of

tasks integrated into practice in order to increase reliability and validity of assessment. One-off assessment tasks do not provide a reliable and valid measure of competence.
Instructions for assessment tasks should be clear, explicit

and ordered. Students must know what is expected and the criteria by which they will be judged.
Time allowed to complete a task should be reasonable and

specified, and should allow for preparation and re-drafting as appropriate to the task.
Assessment should be validated. Moderation needs to be a

critical tool in the validation process. A range of validation strategies should be used, such as mentoring, client satisfaction survey, peer review and co-assessments.
Appropriate reference materials should be available to

students during assessment, such as personal word lists, dictionaries, thesaurus, and calculators.

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Assessment cont
Assessment methods and tools may include:

written reports, essays or assignments verbal/signed presentations verbal/signed response to reading role play reflective journal discussion / interviews multimedia presentations prepared pieces in any media folios student self-assessment ongoing teacher assessment.

Evidence may include:

interview records/checklists assessment records student folios completed texts or tasks photographs third party feedback.

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Delivery of learning opportunities

Emphasis is placed upon the acquisition of knowledge and skills. Practical work is an integral part of course delivery and flexible delivery of units is encouraged. Delivery strategies will be selected to reflect the unit outcomes requirements and the needs of learner groups which may require contextualisation of units. These include, but are not limited to:
individual and group instruction demonstrations guest speakers workshops self-paced learning e-learning work placement or other external methodologies case studies discussions role play

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Accreditation
A VET in Schools Agreement (VISA) or Recognition of Prior Learning (RPL) process needs to be negotiated between the local tafeSA and the young persons school of enrolment in order for the young persons work to be accredited. Please contact the schools ICAN coordinator or your local ICAN Project Officer to determine the accreditation process. A Statement of Attainment can be issued by tafeSA if the full certificate is not achieved. It is essential that all workers involved in the delivery of the Cert 1 ESD possess a high level of interpersonal skills, including skills in working with groups. They must also have sensitivity to, and respect for the needs, aspirations and cultural backgrounds of the students and ideally belong to a multi-disciplinary team. The Cert 4 in Training and Assessment (TAA) is a mandatory qualification for workers in order to deliver and accredit the Cert 1 ESD (or be under direct supervision of a person with this qualification). Please note that ONLY worker with the Cert 4 TAA can sign off on unit completion documentation for tafeSA.

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Prior Assessment
Students must be assessed prior to starting this certificate and placed at the appropriate level according to their existing literacy and numeracy skill levels and their needs and interests. The Where Im At section of the ICAN Flexible Learning and Transition Plan provides a comprehensive assessment process across all 5 Core Skills and needs to be completed prior to starting the Cert 1 ESD to determine whether this is an appropriate learning pathway for the young person. The Where Im At section of the FLTP includes:
COMPASS reading and numeracy assessment Writing Checklist Communication Checklist Engagement Matrix Self Assessment

The purpose of the Cert 1 ESD is to explicitly provide the opportunity for students to develop the skills, knowledge and understanding to move from Australian Core Skill Framework (ACSF) level one, to achievement of ACSF level 2. For further information regarding the ACSF: http://www.deewr.gov.au/SKILLS/PROGRAMS/LITANDNUM/ACSF /Pages/default.aspx

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Record Keeping
Record Chart
The Record Chart is a record keeping strategy for students to monitor their progress through the compulsory units. This is only for the young persons records and can be used to demonstrate which performance criteria have been achieved and the progression through the certificate. This chart also supports the notion that the Cert 1 ESD does not have to be undertaken in a linear progression. Young people can determine which areas they want to work on and self manage their progression through the course.

Performance Criteria Checklist

The Performance Criteria checklist is a record keeping proforma where the worker who holds the Cert 4 TAA qualifications (Work Place Assessor WPA ) signs off on the assessment criteria achieved. This documentation demonstrates that the student has achieved competency for this module and needs to be signed by both the student and the worker and can be provided to tafeSA for accreditation purposes.
The revised Certificate I in Education and Skills Development, National Code 40650SA replaces the Certificate I in Introductory Vocational Education (IVEC I); National Code 40512SA.

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