Scope of Study

VCE Vocational Major Literacy focuses on the development of the knowledge and skills required to be literate in Australia today. The key knowledge and key skills encompass a student’s ability to interpret and create texts that have purpose, and are accurate and effective, with confidence and fluency.

As students develop these skills, they engage with texts that encompass the everyday language of personal experience to the more abstract, specialised and technical language of different workplaces, including the language of further study.

Texts are be drawn from a wide range of contexts and focused on participating in the workplace and community. Further to this, texts are drawn from a range of sources including media texts, multimodal texts, texts used in daily interactions, and workplace texts from increasingly complex and unfamiliar settings.

Applied Learning

VM Literacy is based on an applied learning approach to teaching, ensuring students feel empowered to make informed choices about the next stages of their lives through experiential learning and authentic learning experiences.

Applied learning incorporates the teaching of skills and knowledge in the context of ‘real life’ experiences. Students will apply what they have learnt by doing, experiencing and relating acquired skills to the real world. Applied learning teaching and practice ensures that what is learnt in the classroom is connected to scenarios and experiences outside the classroom and makes that connection as immediate and transparent as possible.

The applied learning approach of this study is intended to meet the needs of students with a wide range of abilities and aspirations.

Aims

This study enables students to:

• develop their everyday literacy skills through thinking, listening, speaking, reading, viewing and writing to meet the demands of the workplace, the community, further study and their own life skills, needs and aspirations

• participate in discussion, exploration and analysis of the purpose, audience and language of text types and content drawn from a range of local and global cultures, forms and genres, including First Nations peoples’ knowledge and voices, and different contexts and purposes

• discuss and debate the ways in which values of workplace, community and person are represented in different texts

• present ideas in a thoughtful and reasoned manner.

Area of Study 1: Literacy for personal use

In this area of study students will develop their reading and viewing skills and expand their responses beyond the Victorian Curriculum F–10: English, Victorian Pathways Certificate: Literacy and EAL Pathway C (Level 3).

This area of study focuses on the structures and features of a range of texts – print, visual and film – and the personal reasons readers may have for engaging with these texts. Students will read or watch a variety of texts for a personal purpose, such as finding information. Texts should be chosen from a range of local and global perspectives, including First Nations peoples’ and multicultural perspectives, and should include film, TV, online videos, song, poetry, biographies and digital content, and other texts of interest to the

cohort. Through discussions and class activities students will develop their understanding of the structures and features of these text types, and examine how they are influenced by purpose, context, audience and culture.

Students will read texts that serve a variety of purposes, from everyday content written to convey information, to texts written for specific workplaces or educational settings. Students will employ a variety of strategies to develop their understanding of the purpose and key ideas within the written and spoken language. They will extend their knowledge of the layout and format of a range of text types and use indexes, headings, subheadings, chapter titles and blurbs to locate and extract information.

In their study of visual and film texts, students will examine how purpose, language and structure influence the audience of a text.

Outcome 1

On completion of this unit the student should be able to demonstrate understanding of how text types are constructed for different purposes, audiences and contexts through a range of written, digital, oral and visual responses.

Assessment Tasks

One key task for the assessment of Outcome 1 will be selected from the following:

• a reflective journal

• a narrative, expository or informative piece

• a performance.

Additional assessment with also include a range of the following activities (or equivalent tasks) where students will apply and demonstrate learning:

• a research task

• a record and reflection of the presentations of guest speaker/s

• a record of discussion or debate

• a report, explanatory or instructional piece or article

• a record of interviews with members of the community and class

• a visual presentation, such as a graphic organiser, concept/mind map or annotated poster.

Area of Study 2: Understanding and creating digital texts

In this area of study students build on and work to consolidate their digital literacy skills. Students will develop their capacity to critically assess digital texts, including webpages for vocational and workplace settings, podcasts and social media. They will continue to develop the analytic skills they used in Area of Study 1 to identify and discuss aspects of digital texts. As a part of their studies, students will discuss the reliability and effectiveness of websites in connecting with audiences and delivering factual messages and information.

Students will read, view and interact with different digital texts and participate in learning activities to develop their capacity to explore and discuss their impact. They will identify the ways a visitor encounters and experiences digital texts, considering their purpose and the social, cultural, vocational and workplace values associated with it. They will explore text through the prism of their own experience, knowledge, values and interests, and also those of others.

As a part of this exploration of the digital world, students participate and engage in learning practices that will equip them to deal safely and respectfully with others in the digital and virtual world.

Outcome 2

On completion of this unit the student should be able to apply an understanding of the conventions of literacy and digital communication by responding to and creating a range of digital content, suitable for a community, workplace or vocational context.

Assessment Tasks

One key task for the assessment of Outcome 2 will be selected from the following:

• a digital presentation

• an online report, explanatory or expository piece or article

• a video, podcast or oral presentation

Additional assessment with also include a range of the following activities (or equivalent tasks) where students will apply and demonstrate learning:

• a digital reflective journal

• an online narrative, instructional or informative piece/content

• a digital presentation of guest speaker/s

• a recorded of discussion or debate

• a visual presentation, such as a graphic organiser, concept/mind map or annotated poster.

Area of Study 1: Understanding issues and voices

In this area of study, students will engage in issues that are characterised by disagreement or discussion, developing and expanding upon students’ learning from Unit 1. Students will consider the values and beliefs that underpin different perspectives and how these values create different biases and opinions, including thinking about how these issues might arise in particular vocational or workplace settings.

Students will read, view and listen to a range of texts and content that demonstrate diverse opinions on a range of local and global issues, and which may impact on their community or be of particular concern to a vocational or workplace group. Students should consider the language and purpose of different text types and consider how this language is used to influence an audience.

Students will engage with a range of content from print, visual, aural and multimodal sources. Selection of text types should take into consideration the interests and abilities of the student cohort and the text types that students typically read, including social media. Students will discuss and explain how personal and vested interests, including those of particular vocations or workplaces, affect their own responses to an issue.

Students will practise note-taking and responding to short-answer questions as well as formulating their own oral and written opinions.

Outcome 1

On completion of this unit the student should be able to explain the purpose, audience and main ideas of diverse arguments presented in different text types by creating a range of annotations, written, oral and multimedia responses that reflect learning.

Assessment Tasks

One key task for the assessment of Outcome 1 will be selected from the following:

• a case study

• a response to structured questions

• a digital presentation that offers a point of view

Additional assessment with also include a range of the following activities (or equivalent tasks) where students will apply and demonstrate learning:

• a research task

• a report

• a brochure

• a record and reflection of the presentations of guest speaker/s

• a record of a debate or discussion

• a visual presentation, such as a graphic organiser

• a concept/mind map or annotated poster

• a comparison of two persuasive pieces

• an animation or cartoon that provides a point of view.

Area of Study 2: Responding to opinions

In this area of study students practise their use of persuasive language and participate in discussion of issues, either in print, orally or via a digital platform. Students consider their own perspectives on issues and develop reasoned and logical responses to these discussions in a respectful and thoughtful manner.

Students consider the arguments presented and critically analyse the language, evidence and logic of the arguments of others so that they can create their own response. In constructing their own responses, students select evidence that supports their viewpoint. Students learn to accurately reference and acknowledge the evidence they select.

In developing their responses, students draft, revise, check and edit their writing to improve the clarity and meaning of their work.

Outcome 2

On completion of this unit the student should be able to interpret the values and opinions of others and present in oral form points of view supported by evidence.

Assessment Tasks

One key task for the assessment of Outcome 2 will be selected from the following:

• an oral report

• a video, podcast or oral presentation

• a recorded debate or discussion

Additional assessment with also include a range of the following activities (or equivalent tasks) where students will apply and demonstrate learning:

• a research task

• a reflective journal

• a report

• a brochure

• a record and reflection of the presentations of guest speaker/s

• a record of interviews with members of the community or class

• a comparison of two persuasive pieces.

Area of Study 1: Accessing and understanding information, organisational and procedural texts

In this area of study students will become familiar with and develop confidence in understanding and accessing texts of an informational, organisational or procedural nature. These texts should reflect real-life situations encountered by students and be representative of the sorts of texts students will encounter in a vocational setting or workplace, or for their health and participation in the community.

Students will learn to recognise, analyse and evaluate the structures and semantic elements of informational, organisational and procedural texts as well as discuss and analyse their purpose and audience. Students will develop their confidence to deal with a range of technical content that they will encounter throughout adulthood, such as safety reports, public health initiatives, tax forms and advice, contracts, promotional videos and vocational and workplace texts.

As a part of this exploration of texts and content, students will participate and engage in activities that equip them to access, understand and discuss these text types.

Outcome 1

On completion of this unit the student should be able to demonstrate the ability to locate, read and understand the purpose, audience and content presented in a variety of informational, organisational and procedural texts through application of knowledge to real-life documents.

Assessment Tasks

One key task for the assessment of Outcome 1 will be selected from the following:

• a series of annotations and summaries

• a research task

• a case study analysis

Additional assessment with also include a range of the following activities (or equivalent tasks) where students will apply and demonstrate learning:

• a record and reflection of the presentations of guest speaker/s

• annotated photographs, signs or visuals

• a response to structured questions.

Area of Study 2: Creating and responding to organisational, informational or procedural texts

This area of study focuses on texts about an individual’s rights and responsibilities within organisations, workplaces and vocational groups. Students read and respond to a variety of technical content from a vocational, workplace or organisational setting of their choice, demonstrating understanding of how these texts inform and shape the organisations they interact with.

Outcome 2

On completion of this unit the student should be able to create organisational, informational and procedural texts that reflect a specific workplace or vocational experience.

Assessment Tasks

One key task for the assessment of Outcome 2 will be selected from the following:

• a set of instructions including visuals/diagrams

• a brochure or report including visuals/diagrams

• a vlog.

Additional assessment with also include a range of the following activities (or equivalent tasks) where students will apply and demonstrate learning:

• a series of annotations and summaries

• annotated photographs, signs or visuals

• a video, podcast or oral presentation

• a response to structured questions

• a visual presentation, such as a graphic organiser, concept/mind map or annotated poster

Area of Study 1: Understanding and engaging with literacy for advocacy

In this area of study students will investigate, analyse and create content for the advocacy of self, a product or a community group of the student’s choice, in a vocational or recreational setting. Students will research the differences between texts used for more formal or traditional types of advocacy, influence or promotion, as well as some of the forms that are increasingly being used in the digital domain for publicity and exposure.

Students will consider which elements are important for creating a ‘brand’ (including personal branding) and how different texts, images, products and multimedia platforms work together to produce one, central message to influence an audience. Students will compare and contrast the ways in which same message can be presented through different platforms and participate in discussions that consider the effectiveness of these messages, considering their purpose and the social and workplace values associated with them.

Students will read, discuss, analyse and create texts that influence or advocate for self, a product or a community group of the student’s choice.

Outcome 1

On completion of this unit the student should be able to illustrate understanding of the use of language in advocacy by producing a range of written, visual and multimodal texts for the promotion of self, a product or a chosen community group.

Assessment Tasks

One key task for the assessment of Outcome 1 will be selected from the following:

• a series of annotations and summaries

• a blog or vlog

• a multimodal presentation created for promotion

Additional assessment with also include a range of the following activities (or equivalent tasks) where students will apply and demonstrate learning:

• a case study

• a brochure or pamphlet

• a video, podcast or oral presentation

• a digital presentation

• a visual presentation, such as a graphic organiser, concept/mind map or annotated poster.

Area of Study 2: Speaking to advise or to advocate

In this area of study students will use their knowledge and understanding of language, context and audience to complete an oral presentation that showcases their learning. The presentation needs to be developed in consultation with the teacher and should focus on an area of student interest with a clearly stated vocational or personal focus.

Students are encouraged to connect this area of study to their learning in Unit 4 of either Work Related Skills or Personal Development Skills.

Outcome 2

On completion of this unit the student should be able to negotiate the topic of choice for, and complete, an oral presentation that showcases reflections and evaluations of student learning.

Assessment Tasks

One key task for the assessment of Outcome 2 will be selected from the following:

• a video, podcast or oral presentation

• a digital presentation of a portfolio

Additional assessment with also include a range of the following activities (or equivalent tasks) where students will apply and demonstrate learning:

• a series of summaries

• a reflective journal or diary

For more information about VCE Vocational Major, see Adrian Panckhurst