A multimedia learning resource for Aboriginal and Torres Strait ...€¦ · page 1 Teacher notes Deadly Bay: Open for Work Introduction Deadly Bay: Open for Work is a language, literacy

A multimedia learning resource for Aboriginal and Torres Strait Islander young people

DEPARTMENT OF EDUCATION,TRAINING AND YOUTH AFFAIRS

© Commonwealth of Australia 2001

This work is copyright. Apart from any use as permitted under the Copyright Act 1968, no part may bereproduced without prior written permission. However, permission is given to trainers and teachers tomake copies by photocopying or other duplicating processes for use within their own training organisationor in a workplace where the training is being conducted. This permission does not extend to the makingof copies for use outside the immediate training environment for which they are made, nor the making ofcopies for hire or resale to third parties. Requests and inquiries concerning other reproduction and rightsshould be directed in the first instance to the Director, Training Reform Section, Department of Education,Training and Youth Affairs, GPO Box 9880, ACT 2601.

The work has been produced initially with the assistance of funding provided by the Department ofEducation, Training and Youth Affairs through the Australian National Training Authority. However theviews expressed in this version of the work do not necessarily represent the views of the Minister forEducation and Training or the Commonwealth. The Commonwealth does not give any warranty nor acceptany liability in relation to the contents of this work.

Published by:

TAFE NSW - Access Division68 South StreetGranville NSW 2142

Ph: (02) 9846 8101Fax: (02) 9846 8195

ISBN: 0 7313 5792 2

This project was managedby the Australian NationalTraining Authority on behalfof the Department ofEducation, Training andYouth Affairs.

© Commonwealth of Australia, 2001 page i○

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Deadly Bay: Open for WorkCommunity recreation

Project Manager

Oksana HullProgram Manager

TAFE NSW-Access Division

Author

Kristine BrownLanguage, Literacy and Numeracy

Consultant

Team Advisors

Pat FiddlerAssistant Director


Brian BagshawAssistant Director


Publishing Team

Sandra MackayEditor

Phuong TranDesign and DTP

Malvina MoffettCover Illustration

Heather DurikData Processing

AcknowledgementsThis resource was developed by:

• TAFE NSW – Access Division• NSW Department of Education and Training (DET)

Aboriginal Programs Unit• Tantamount Productions Pty Ltd

Project Team

Tony DreisePrincipal Education OfficerNSW DET Aboriginal Programs Unit

Kristine BrownLanguage, Literacy and NumeracyConsultant

Simone HudsonIndigenous ConsultantNSW DET Aboriginal Programs Unit

Heather McGregorIndigenous ConsultantNSW DET Aboriginal Programs Unit

Anne SheridanIndigenous ConsultantNSW DET Aboriginal Programs Unit

Rob WellingtonMultimedia Producer and WriterTantamount Productions

Claire WrightNumeracy ConsultantTAFE NSW-Access Division

Community recreationDeadly Bay: Open for Work

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Tha

nk y

ou

Thank you to the followingindividuals, groups, staff andstudents at

Ceduna Area School Ceduna SA

Fitzroy Crossing District HighSchool Fitzroy Crossing WA

Newton Moore Senior High SchoolBunbury WA

TAFE NSW – Sydney Institute EORACentre for Aboriginal Studies andUltimo College

TAFE NSW – South Western SydneyInstituteCampbelltown College ABE section

Tropical North Queensland Instituteof TAFE Cairns QLD

Cleveland St High School SydneyNSW

Aboriginal Victorian Schools AnnualSummer Camp – Phillip Island VIC

TAFE Tasmania Hobart Campus

Claremont College Hobart TAS

Management and employees at

Julalikari Council Tennant Creek NT

Cerbin Pty Ltd Batemans Bay NSW

Doyles at the Pyrmont Markets NSW

Oasis Horticulture Winmalee NSW

Peppers Fairmont Leura NSW

Sydney Fish Markets Pyrmont NSW

YMCA Epping NSW

Special thanks to the membersof the National Project Steering

Committee for their time andinvaluable input

Charles Davison (Chair)President, NSW Aboriginal Education

Consultative Group

Cathy BarryDirector, TAFE NSW- Access Division

Louise WignallManager, Workplace Communication ANTA

May O’BrienChair, Western Australian Aboriginal

Education and Training Council

Clair AndersenMember, Australian Indigenous Council

Darcel MoyleFederal Aboriginal Education Officer

Australian Education Union

Yvette Le BlowitzExecutive Assistant

Youth Sector QLD ANTA

Eric McCarthyRepresentative, Australian Seafood Industry Council

Jude NettleinghamRepresentative, Australian Seafood Industry Council

Laura HowlettRepresentative, Sport and Recreation

Training Australia

Paul ComynExecutive Officer, NSW Primary Industries ITAB

Lisa BurgessRepresentative, Business Services

Training Australia Pty Ltd

Benjamin PittmanRepresentative, Tourism Training Australia

The publishers would like to thankthe following companies for their

permission to include materialunder copyright

St John Ambulance Australia

Easy Guides Australia

Umoona Aged Care AboriginalCorporation and Coober Pedy

Campus of TAFE

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Deadly Bay: Open for WorkCommunity recreation

Contents page

Introduction 1

Rationale 2

The workbook 4

Organisation 6

Industry Sections 7

Activities 8

Training packages 10

Grid 11

The Key Competencies 20

Assessment 21

National Reporting System 22

Related resources 23

Teacher 23

Learner 29

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Deadly Bay: Open for WorkTeacher notes

IntroductionDeadly Bay: Open for Work is a language, literacy andnumeracy multimedia learning resource for young Aboriginal orTorres Strait Islander people. Deadly Bay: Open for Workconsists of a CD-ROM, workbook, and teacher notes.Deadly Bay: Open for Work is one of a series of TrainingPackage Support Material resources funded by the Departmentof Education, Training and Youth Affairs and managed by theAustralian National Training Authority.The aim of the resource is to develop the language, literacy andnumeracy skills required to demonstrate the Key Competencies(see page 20 for a list of the Key Competencies) in the contextof six industries. These six industries –seafood, tourism,hospitality, horticulture, community recreation and businessservices -have been identified as providing potentialemployment options for Aboriginal or Torres Strait Islanderyoung people. The development of computer skills, which willhave transferability to other situations involving computer use isalso a feature of the resource.

Teacher notesDeadly Bay: Open for Work

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RationaleThe approach taken by Deadly Bay: Open for Work isunderpinned by:• learning methodologies researched as appropriate to

Aboriginal and Torres Strait Islander learners• socio-cultural/critical language awareness approaches to

language, literacy and numeracy• meaningful, activity based learning approaches.The setting for the Deadly Bay: Open for Work CD-ROM is abay, Deadly Bay. This fictitious bay is home to five enterprisesrepresenting the industries identified. (The business servicesindustry is integrated into all of these five enterprises -see page3.)The CD-ROM follows a working day in the lives of five younganimated trainees within these enterprises. The use of anarrative with interlinking scenarios reflects the structure ofAboriginal and Torres Strait Islander oral traditions. (Two WayEnglish 1999: 61). The learners’ role is to help these youngtrainees with the work tasks they have to do throughout theirday. These work tasks, set by an animated mentor, involve theskills of speaking, listening, reading, writing and numeracy. Theanimated mentor ‘helps’ the user complete activities byproviding oral explanations, particularly relating to the functionand purpose of written texts and terminology and providesmodels of written language.All learning activities occur in meaningful contexts with a clearpurpose highlighting the integral aspect of language, literacyand numeracy in workplace tasks and roles, (Wignell, P. 1999,A case study of workplace literacy and training for Indigenousworkers in the mining industry). These CD-ROM activities arebuilt on and extended through the workbook.The actual tasks that the learners are involved in on the screenare drawn from an analysis of the industry units of competencyfrom the relevant industry Training Packages. The validity of thetasks was confirmed by enterprise site visits. The grid on pages11-19 indicates how the language, literacy and numeracyactivities relate to the underpinning knowledge and skills ofparticular units of competency from the different Training


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Packages, at Australian Qualification Framework (AQF)Certificates I and II level.As mentioned above, business services was one of theindustries identified as relevant to the resource. However,because the units of competency from this industry ‘gain indepth and meaning by being applied in different industries’(Business Services Training Package, p7 ) this industry is notdealt with separately in the CD-ROM. Business services isabout running a business - keeping accounts, operatingcomputer systems, answering the phone, so it is dealt with inthe context of the other Deadly Bay enterprises.In the workbook, we have similarly integrated this industry. Thegrid (on pages 11-19) indicates where activities relevant tobusiness services are located.



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The workbookThe aim of the workbook is to provide more practice in thelanguage, literacy and numeracy skills and strategies focusedon in the CD-ROM. It is directly linked to the ‘world’ of DeadlyBay and the people who work there. In each section learnersare required to think back to the events and characters in thatsection of the CD-ROM before doing related reading, writing,speaking or numeracy activities.We suggest the following approach to using the CD-ROM andworkbook.• Begin each industry with a look at the Introductory section

of the workbook. This introductory section contains anindustry overview and a discussion activity. This will set upthe learners’ expectations about what they are going to seeand help them relate the CD-ROM scenes to their localcommunity and experiences.

• Have learners go to the corresponding industry section ofthe CD-ROM and go through the activities until they reachthe end of the characters’ working day. This will allow themto become acquainted with the storyline, characters and theindustry enterprise. It will also motivate them to learn moreabout the industry and to practise their skills further in theworkbook.Written responses by learners cannot be saved on theCD-ROM. Answers cannot be provided as responses willvary. If learners are to receive the Learning Achievementsdocument (see section on Assessment), then you will needto observe learners completing written responses on theCD-ROM. For example, typing in a message (seafood),typing an email (hospitality), typing a list of cultural protocols(tourism).

• When they have completed the industry section of theCD-ROM, have learners return to the workbook and do theactivities in that industry section.

This movement between the CD-ROM and workbook will allowa good mix of activities.



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Note: While all explanatory notes in the workbook are written tothe learner, it is expected that you will be guiding your learnersas they work.

OrganisationThe workbook is organised according to the five industriesexplicitly focused on in the CD-ROM – seafood, tourism,hospitality, horticulture, and community recreation.Each industry section starts with an Introduction. Theintroduction includes:• some broad questions for discussion in the classroom.

These are intended to introduce learners to the industry bydrawing on any knowledge they already have of itsoperation in their local community.

• a transcript of the video introduction to the particularindustry from the CD-ROM

• a research activity. This aims to increase learners’knowledge of the industry and potential opportunities forwork within that industry in their local area.

Learners could:• interview people who work in industry and write up a short

report• invite people to speak to the group• visit local enterprises• use the Internet to find information.The annotated list of resources on pages 23-31 provides asource of potential information.


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Industry sectionsAfter the general introduction, each industry focuses on someof the key language, literacy and numeracy tasks whichlearners have completed on the CD-ROM, for example readingbrochures, writing emails, asking questions to get help.It is important to note that while the texts used in activitiesrelate to the particular industry, the literacy and numeracy skillsare useful in all industries. For example, writing notes andmessages is treated within the context of the seafood industry,but of course, writing notes and messages is a useful skill inany workplace. By doing all sections of the workbook learnerswill practice relevant work skills.Each of the language, literacy and numeracy sections includes:

• an introduction which explains the purpose andimportance of the text or task in the workplace, and askslearners to think about their experience of these texts ortasks in everyday life. Other questions ask them to thinkback to the CD-ROM and the scene where they saw thetext or used the skill.Where relevant, start with a spoken version of the text (forexample, a procedure, a notice, a message) to highlight thedifference between the spoken and written and to helplearners move from talking to writing.If possible, you should provide your learners with locallycollected examples of the particular text being focused on,for example tour brochures from the local area, and thenelicit the text and language features and relevant skills suchas skimming or scanning. This should be done BEFOREmoving onto the next page where they look at a model text.

• a model of the text being focused on, for example a sign ornotice, a memo, a conversational exchange with customersor clients. The model is in fact the text used in thecorresponding scene of the CD-ROM. It is labelled to drawlearners’ attention to key structure or language features ofthe text and key skills related to understanding orconstructing such texts. You should discuss the model andthe language notes with your learners.



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• a few tips for reading or writing the particular text type or fordoing the numerical operation. You should discuss thesetips with your students, encouraging them to draw on theirown experiences and to add their own tips whereappropriate.

• activities which give practice in negotiating the particulartext type or numeracy task being focused on in the unit.

ActivitiesThe activities within the workbook utilise similar texts to the textfocused on in the CD-ROM. Some of the topics in the CD-ROMwill be recycled in the activities and texts but, in general, theactivities aim to give a broader approach.The topics for the texts used in activities are based on industryenterprise visits and documentation obtained during thesevisits. Some of the activities are intended for individual workand some are intended as pair or group activities involvingdiscussion. The way you approach these activities will dependon your own pedagogical preferences and the particular group.For example, it is likely that you might choose to do some of theindividual activities as group tasks instead.Where possible, a similar sequence of activity types has beenfollowed in each section to provide students with some level ofpredictability and security as they work their way through thesection.There is considerable potential to use the texts in the activitiesin other ways as well. It would also be possible to extend theactivities further by using texts you have collected from industryvisits or from the community. The activities are set out forphotocopying and learners may also require a notebook tocomplete writing tasks and to record answers.You might like to help learners develop a word bank for eachindustry.


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Extension activities

At the time of going to press, the following website was notavailable and we were unable to include it in the activities.However it could be useful for learners to follow up.The website contains Aboriginal and Torres Strait Islanderpeople talking about their jobs. Users will be able to email theseAboriginal and Torres Strait Islander people for furtherinformation or advice.http://www.deadlymob.orgThe website was developed by the Gap Youth Centre AliceSprings, ph:(08)8953 3927.



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GridThe learning activities in Deadly Bay: Open for Work relate towork tasks involving the skills of speaking, listening, reading,writing and numeracy. The language, literacy and numeracyactivities that learners are involved in, are drawn from ananalysis of units of competency from six Training Packages.These activities were then confirmed by enterprise site visits.The grid indicates how the language, literacy and numeracyactivities relate to:• the underpinning knowledge and skills of particular units of

competency at element and performance criteria level (a “√”indicates the performance criteria is addressed; an “X”indicates the performance criteria is not addressed)

• the Key Competencies.The grid also shows where business services activities areintegrated into the five enterprises.Units of competency selected are either core units or units thathave applicability to numerous specialisations within anindustry, at AQF Certificates I and II. Such units provide broaderoptions for learners in their future selection of pathways.The units of competency from the six Training Packages areprefixed as follows:

SFI SeafoodBSB Business ServicesRUH HorticultureTHH HospitalityTHT TourismSRC Community Recreation

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ACTIVITY UNIT OF COMPETENCY ELEMENT PERFORMANCE CRITERIA KEY COMPETENCY1.

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6.

7.

Follow a task schedule

Numeracy – Multiplication –Bin return and depositcollection

Matching numbers –Collecting bought fish

Get the van cold

Taking messages

Sorting fish

Filleting room

SFICORE103ACommunicate in the seafood industry

6. SFICORE103ACommunicate in the seafood industry


SFICORE101AApply basic food handling and safety procedures


BSBCMN103AApply basic communication skills


SFICORE101AApply basic food handling and safety practices

Underpinning knowledgeand skills

Estimate, calculate andrecord routine workplacemeasures

Locate specific informationin written material


1. Perform routineworkplace duties followingsimple written notices

Draft written information

6. Estimate, calculate andrecord routine workplacemeasures

1. Identify hazards andrisks to seafood andaquatic product

6.16.2 Basic arithmetic processes areused to calculate routine workplacemeasures6.36.4

2.1 Specific information relevant topurpose is located2.2 Key information is interpretedcorrectly

1.11.2 Routine written instructions/procedures are followed in sequence1.3

2.12.22.32.4 Written information meets requiredstandards of style, format and detail

6.16.2 Basic arithmetic processes areused to calculate routine workplacemeasures6.36.4

Key hazards and risks associated withthe individuals work area or area ofresponsibility are identified.

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Using mathematical ideas andtechniques

Solving problems

Using technology


Communicating ideas and informa-tion


Collecting, analysing and organisinginformation

SEAFOOD

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Teacher notes


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RUH CORE4 ACooperate in the workplace

RUH CORE6 APlan daily work routines

RUHHRT107AProvide nursery plant care

RUH CORE2 AMeet workplace health and safety requirements

RUH CORE4 ACooperate in the workplace

RUH CORE2 AMeet workplace health and safety requirements


CORE 4.2Interact with others in theworkplace

CORE 4.3Work in a team

CORE6.3Respond to problems asthey arise


CORE 2.1Follow workplace procedurefor hazard identification andrisk control

CORE 4.4Meet, greet and direct clientsand customers


CORE 4.2.1CORE 4.2.2CORE 4.2.3 Work instructions areclarified where necessary and concernsare raised promptly with the supervisorCORE 4.2.4CORE 4.3.1CORE 4.3.2Assistance is actively sought byapproaching other team members whendifficulties ariseCORE 4.3.3CORE 4.3.4CORE 4.3.5CORE 4.3.6CORE 6.3.1CORE 6.3.2CORE 6.3.3Response is consistent with workplacepriorities and requirements

CORE 2.1.1Workplace procedure and workinstructions for controlling risks arefollowed accuratelyCORE 2.1.2CORE 2.1.3CORE 2.1.4CORE 2.1.5CORE 2.1.6

CORE 4.1.1CORE 4.4.2CORE 4.4.3Clients with special needs are referred orredirected as requiredCORE 4.4.4CORE 4.4.5CORE 4.4.6

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Communicating ideas and information

Problem solving

Working with others and in teams



Solving problems

HORTICULTURE

Task list

Pot selection• Who to ask for help• Ask correctly

Choose plants based onQuality Chart

Flag water system

Forklift


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RUH CORE 4ACo-operative in the workplace


RUH HRT107 AProvide nursery plant care

CORE 4.1Observe and record in theworkplace

2. Draft written information


CORE 4.1.1CORE 4.1.2Information is recorded accuratelyand in the required format

2.1 Relevant procedures and formatsare identified2.22.32.4 Written information meetsrequired standards of style, formatand detail2.5

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HORTICULTURE

Leave form

Labelling

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THHGGA01BCommunicate on the telephone

BSBCMN203ACommunicate in the workplace

BSBCMN107AOperate a personal computer

THHCORE01BWork with colleagues and customers

THHCOR01BWork with colleagues and customers

BSBCM203ACommunicate in the workplace

1. Respond to incomingtelephone calls

2. Draft routinecorrespondence


3. Provide services tocolleagues and customers

1. Communicate in theworkplace

1. Gather, convey andreceive information andideas

12345 Record caller requests accurately andpass to the appropriate location/person forfollow-up

6 Relay messages accurately to thenominated person within designated timelines78

2.1 Written information and ideas arepresented in clear and concise languageand the intended meaning ofcorrespondence is understood by recipient

2.22.3

3.1 Identify customer needs andexpectations, including those with specificneeds and provide appropriate productsand services3.2 Meet all reasonable needs andrequests of customers meet withinacceptable enterprise timeframes3.3

1.11.2 Use appropriate language and tone togiven situation1.31.41.51.61.11.2 The method/equipment used tocommunicate ideas and information isappropriate to the audience1.31.41.5 Instructions or enquiries are respondedto promptly and in accordance withorganisational requirements

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Collecting analysing and organisinginformation

Using technology


Solving problems


Using technology

HOSPITALITY

Take a message from ananswering machine

Booking enquiry

Email


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ACTIVITY UNIT OF COMPETENCY ELEMENT PERFORMANCE CRITERIA KEY COMPETENCY

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THHBFP02BProvide accommodation reception services



2. Draft routinecorrespondence



3. Provide services tocolleagues and customers

3. Provide assistance tointernal and externalcustomers

2.1 Written information and ideas arepresented in clear and concise languageand the intended meaning of thecorrespondence is understood byrecipient2.22.3 Presentation of written informationmeets organisational standards of style,format and accuracy

1.11.2 Use appropriate language and tone toa given situation1.31.41.51.63.13.23.33.4 Recognise customer dissatisfactionpromptly and take action to resolve thesituation according to the individual levelof responsibility and enterpriseprocedures3.53.63.73.1 Identify customer needs andexpectations including those with specificneeds and provide appropriate productsand services3.23.33.43.53.63.7

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Solving problems

Working with others and in teams

Solving problems




HOSPITALITY

Calculate bill

Deal with angry guest

Organise bush tour

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THHCOR03BFollow health, safety and security procedures




THHCOR02BWork in a socially diverse environment


THTFTG07BResearch and share general information on AustralianIndigenous cultures

1. Follow workplaceprocedures on health, safetyand security

1. Follow workplaceprocedures on health, safetyand security





2. Share general informationwith customers on AustralianIndigenous cultures

1.1 Follow correct health, safety andsecurity procedures in accordance withenterprise policy and relevant legislationand insurance requirements

1.21.3

1.1 Follow correct health, safety andsecurity procedures in accordance withenterprise policy and relevant legislationand insurance requirements

1.21.3

1.1 Conduct communications withcustomers and colleagues in polite,professional and friendly manner1.2 Use ppropriate language and tone toa given situation1.31.41.51.6

2.12.22.5 Share information in a manner whichshows respect for local community valuesand customs2.6 Share information in a manner whichenhances customer understanding ofAustralian Indigenous cultures

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Planning and organising activities





TOURISM

Gear checklist

People checklist

Polite language

Bee sting

Tourist disturbs rocks

Cultural protocols


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SRXCOM001A CCommunicate in the workplace

SRCCRD 001AAccess information for community recreation


SRC CRD 001AAccess information for community recreation


BSBCMN107AOperate a personal computer


4. Read and interpretdocuments

2. Identify sources ofinformation and resourcesrelevant to communityrecreation

3. Access information andresources to meet identifiedneeds


3. Access information andresources to meet identifiedneeds



a.b. Information from a range of documentsis read and interpreted

a.b. Informal and/or formal research is usedto obtain knowledge of the resourcesavailablec.

a. Specific information and/or resourcesare accessed to facilitate communityrecreation activitiesb.1.11.2 The method/equipment is used tocommunicate ideas and information isappropriate to the audience1.31.41.5 Instructions or enquires areresponded to promptly and in accordancewith organisational requirements

a. Specific information is and/or resourcesare accessed to facilitate communityrecreation activities

Information to achieve workresponsibilities is collected fromappropriate sources1.1

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Solving problems

Using technology


COMMUNITY RECREATION

Read memo about mobilephone use

Assist client with information

Council regulations 1 – Findinformation

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SRC CRO 001AAssist with recreation games not requiring equipment

SRC CRD 001AAccess information for community recreation

SRC CRO 001AAssist with recreation games not requiring equipment


3. Assist in makingarrangements for recreationgames



2. Draft written information

a. Allocated tasks are carried out withinthe learner’s role and the responsibleperson is promptly notified of anydifficultiesb.c.d.e.f.

2.1

2.2 Assigned written information is draftedand presented for approval clearly andconcisely within designated timelines

2.32.4

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Solving problems



COMMUNITY RECREATION

Council regulations 2 – Applyinformation

Consultation



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Collecting, analysing and organising informationThe capacity to locate information, shift and sort information in orderto select what is required and present it in a useful way, andevaluate both the information itself and the sources and methodsused.Communicating ideas and informationThe capacity to communicate effectively with others using the rangeof spoken, written, graphic and other non-verbal means ofexpression.Planning and organising activitiesThe capacity to plan and organise one’s own activities, includingmaking good use of time and resources, sorting out priorities andmonitoring one’s own performance.Working with others and in teamsThe capacity to interact effectively with other people on a one-to-onebasis and in groups, including understanding and responding to theneeds of a client and working effectively as a member of a team toachieve a shared goal.Using mathematical ideas and techniquesThe capacity to use mathematical ideas, such as number and space,and techniques, such as estimation and approximation, for practicalpurposes.Solving problemsThe capacity to apply problem-solving strategies in purposeful ways,both in situations where the problem and the desired solution areclearly evident and in situations requiring critical thinking and acreative approach to achievement outcome.Using technologyThe capacity to apply technology, combining the physical andsensory skills needed to operate equipment with the understandingof scientific and technological principles needed to explore andadapt systems.Source: Committee to advise the Australian Education Council and Ministers of VocationalEducation, Employment and Training on employment-related Key Competencies for postcompulsory education and training. Key Competencies. August 1992

The Key CompetenciesPerformance

level 1

Access andrecord from asingle source

Simple activitiesin a familiarsetting

Under supervision

Familiar activities

Simple tasks

Routine – minimalsupervisionExploratory -close supervision

Reproduce orpresent basicproduct or service

Kit to Support AssessorTraining. DETYA 2001


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AssessmentLearners using this Deadly Bay: Open for Work are workingtoward the industry units of competency identified for each partof the CD-ROM and workbook.The learning resources are not a complete training programleading to the assessment of whole units of competency.Formal assessment events have therefore not been structuredin. Instead, teachers or trainers can undertake ongoingassessment of learners through:• peer feedback on presentation of group projects• observation of CD-ROM activities• participation in group work and discussions• role play (where and if appropriate)• successful completion of workbook activities.Teachers or trainers can then sign and present learners with aLearning Achievements document.This document is available for photocopying at the completionof each section of the workbook.The Learning Achievements document is a summary of whatlearners have achieved through successfully completing theactivities from the relevant industry section of the CD-ROM andthe workbook. The document could be added to learners ’portfolios.The document and how the activities being undertaken relate tounits of competency from industry Training Packages, shouldbe explained to learners.



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National ReportingSystemLanguage, literacy and numeracy demands within Deadly Bay:Open for Work relate predominantly to level 2 on the NationalReporting System (NRS).Level 2 on the NRS indicates:• access to support is available; modelling is available• competence is demonstrated in familiar and predictable

contexts• language, literacy and numeracy tasks are limited and routine.As the activities are based on authentic workplace contexts,some activities align with NRS level 3.Level 3 on the NRS indicates:• modelling, support is available if required• competence is demonstrated in a number of contexts which

may be interrelated• language, literacy and numeracy tasks may have some

complexity.Learners use language, literacy and numeracy in Deadly Bay:Open for Work to:• perform procedures• use specific technologies or media• participate in activities, structures and goals of an

organisation• work with people external to the organisation• interact as part of a team• express information about their identity.


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Resources:

TeacherAnderson, C. 1998, ‘An investigation into Aboriginal learningstyles particularly in the adult literacy context’ in MultipleVoices: A Collection of Reports of Small Scale Adult LiteracyResearch Projects from WA, NLLIA, ALRN, Perth WA.The author of this paper uses both personal experience andtheoretical research to suggest philosophical and practicalapproaches which may be useful to explore when working withadult Aboriginal learners, particularly in adult literacy.

Beattie, P. 1998, ‘Digging deeper: using text analysis todevelop the English literacy of Indigenous students’ in LiteracyOn The Line: Conference Proceedings of the Australian Councilfor Adult Literacy (ACAL) 21st National Conference, Adelaide.This is a report on a survey of English language and literacyteaching practices of 52 educators engaged in teaching adultIndigenous students from non-urban communities across theNorthern Territory in a wide range of VET and Higher Educationcourses. Using the information from the survey, the authorinvestigates the difficulties inherent in reading English writtentexts and develops a strategy for text analysis.

Cahill, R. 1999, Solid English. Education Department ofWestern AustraliaThis booklet and Two-way English: Towards more user-friendlyeducation for speakers of Aboriginal English provide a verycomprehensive and useful perspective on appropriatemethodologies and strategies.



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Foley, G and Flowers, R. 1992, ‘Knowledge and power inAboriginal adult education’ in Convergence ,Vol XXV, Number 1.This paper draws on data from a three year study in NSW toexplore some of the difficulties in achieving Aboriginal control ofAboriginal adult education. It is suggested that these difficultiesare attributable to the continuing colonial relationship of theAustralian State and Aboriginal people and to the internaldynamics of Aboriginal communities. The creation of genuinelyparticipatory mode of program development is suggested.

Gotts, A. 1993, ‘The multimedia approach to teaching adultliteracy’ in Good Practice, No 20 Oct 1993 DEET Canberra.This article outlines the production and trialling of interactivemedia literacy learning packages to meet the needs of remoteAboriginal and Torres Strait Islanders.

Malcolm,I., Haig,Y., Konigsberg,P., Rochecouste,J.,Collard,G., Hill,A. & Cahill,R. 1999,Two-way English: Towardsmore user-friendly education for speakers of Aboriginal English.Education Department of Western Australia.

Steadman, M. 1995, ‘Aboriginal workplace and work – accessliteracy programs. WELL out of it?’ in Looking for Answers inAdult Literacy: A Collection of Reports from Small Scale AdultLiteracy Projects. Funded in 1994 by the Adult LiteracyResearch Node of the NLLIA.This is a report on a project which attempted to map existingpolicies and programs relating to Aboriginal employment andliteracy, and to establish Aboriginal workers literacy needs.These needs are then used in to frame an appropriateworkplace model.


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Taylor, A. 1995, ‘Unmasking assumptions: Literacy and the fitbetween employment-oriented literacy and Aboriginal languageuse’ in Critical Issues, Essential Priorities: Papers from theACAL/ VALBEC 18th National Conference, Bundoora, Vic Nov1995.The author of this paper outlines the difficulties that Aboriginalpeople may have in workplace competence, as identified in theNational Framework, because of the culturally specific ways inwhich socio-cultural behaviours are employed.The four aspects of socio-cultural behaviour identified are:• independence and personal autonomy• authority and leadership• decision making• evaluation and critiquing.

Wignell, P. and Boyd, K. 1994, Kakadu National Park as aCase Study in Workplace Literacy .National Languages andLiteracy Institute of Australia Ltd, Deakin ACT.This paper is a report on a workplace adult literacy project. Itexplains the complex socio-cultural features of Kakadu NationalPark :combining traditional ownership and custodial obligationswith a modern bureaucratic structure and culture. It deals with• use and function of written text in the work of park rangers• perceptions of park staff about written text,and from this• assessment of the literacy needs of park rangers and trainee

park rangers in order to develop training programs.

Wignell, P. 1999, ‘Rough Diamonds: a case study of workplaceliteracy and training for Indigenous workers in the mining industry’in Double Power: English literacy and indigenous education.Language Australia, MelbourneThis report describes a WELL (Workplace English Language andLiteracy) program for Indigenous workers at a mining site in theKimberley region of WA.



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Key competencies -Transferability

Down, Catherine M. 2000, Key competencies in TrainingPackages.This is the report of a research project which examined thelinkage between the key employment-related competencies andthe units of competency within Training Packages. Theresearch demonstrated that the links need to be strengthenedand the report proposes a range of strategies for achieving this.

Foundation Studies Training Division TAFE NSW(now Access Division), English Language, literacy andnumeracy and Key CompetenciesThis discussion paper explores and describes the relationshipbetween English language, literacy and numeracy and the KeyCompetencies as they relate to the vocational education andtraining context. Part 1 contains background reading. In Part 2the nature of the relationship is viewed from a number of angles.

Stevenson, J. 1999, ‘Key competencies as generic knowledge’in Australian Vocational Education Review ,Vol 6 No1, pp1-9.This paper challenges the notion of Key Competencies asgeneric knowledge. It presents a view of Key Competencies ashighly context bound rather than generic but that transferabilitycan be enhanced by diverse experiences and an understandingof the similarities and differences among such tasks.

Tennant, M. 1999, ‘Is learning transferable?’ in UnderstandingLearning at Work, Boud,D and Garrick,J, Routledge, NY.This paper focuses on learning but it also includes reference tothe Key Competencies. It provides examples of strategies thatenhance transfer of learning.


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Training Packages

Australian National Training Authorityhttp://www.anta.gov.auThis is a very comprehensive site with useful links to other sitesabout Training Packages. It also contains publications aboutworkplace language, literacy and numeracy in TrainingPackages.

Australian National Training AuthorityBuilt in, not bolted on (revised edition 2000).This excellent resource can be downloaded from the ANTApublications page at:http://www.anta.gov.au/anta_prod/PUBS/ALALLPUBS1.aspThe resource provides case studies, examples of assessmenttasks relating to language, literacy and numeracy in TrainingPackages.

Literacy and numeracy for VET: the nuts and bolts ofvocational education and training ACT Department ofEducation and Community Serviceshttp://www.decs.act.gov.au/publicat/litnumVET/vet0005.htmThis is the outcome of a project to review the literacy andnumeracy requirements required for secondary school studentsto access and complete a Vocational Training Package. Itcontains advice on identifying literacy and numeracyrequirements in Training Packages.

National Training Information Systemhttp://www.ntis.gov.auThis site allows access to full copies of units of competencyfrom all Training Packages.



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Tourism and Hospitality

Adams, M and Holden, P. 1998Now Read This! Language, Literacy and numeracy skills intraining and assessment, Adult Literacy Information OfficeA guide for trainers and assessors in the tourism and hospitalityindustryAustralian Training Pty LtdGPO Box 5347BBMelbourne Vic 3001

Sport and Recreation

ANTA, 1999,A Level Playing Field: A Communications Resource for theNational Sport and Recreation Industry Training Package.This is a useful general resource for teachers, workplace trainersand assessors. It examines what is meant by workplacecommunication and provides training and assessment strategieswhich could be used to support trainee learning.


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Resources:

Learner

Seafood

Apply Basic Food Handling and Safety Practices(SFICORE101A) CD-ROMThis CD-ROM goes through the four elements within this coreunit of competency. It identifies key hazards and risks,demonstrates required hygiene standards and practices andsafe storage and handling of seafood and aquatic productusing photographs and short clear explanations. Quizzes areincluded for the user to test their knowledge.Available from:Seafood Training Tasmania2A Gladstone StHobart TAS 7000

From Boat to Belly -A Chain Approach to Quality, Safetyand Hygiene for the Australian Seafood IndustryVideo (28 minutes)and Users GuideAvailable from :Australian Seafood ITABPO Box 533Curtin ACT 2605This is an educational training video which highlightsOccupational Health and Safety Issues, Food Safety andHygiene principals and best practices in maintaining seafoodquality from the catch to the consumer. It demonstrates correcthandling requirements throughout all stages from catching toselling of seafood.



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Seafood 2000 CD-ROMThis CD-ROM covers 4 core competencies of the SeafoodTraining Package.Available from:Seafood Training Tasmania2A Gladstone StHobart TAS 7000

Horticulture

Activity books and workbooks for the six core units of TheHorticulture Training Package.Available from: http://www.westone.wa.gov.au

Community Recreation

Our gig! How to plan your own gigOpen Training Services West Melbourne Institute of TAFE 1998This is an interactive CD-ROM covering all aspects of managingand staging a live music event.

Tourism and Hospitality

Welcome to Hospitality CD-ROMThis program looks at a sample of the huge number of jobs thatmake up the hospitality industry, represented by the hotel, motel,pubs, clubs and restaurant sectors. The CD-ROM was developedas part of the Commonwealth School to work program.


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Available from:Vocational Learning UnitCurriculum Support DirectorateNSW Department of Education and Training3A Smalls RdRyde NSW 2112Ph: (02) 9886 7444

Work in a culturally diverse environmentCreate Australia, Level 9,418A Elizabeth St, Surry Hills 2010This trainee workbook relates to the core unit of competencyTHHCOR02A Work in a socially diverse environment from theEntertainment Training Package. This unit is also a core unitwithin the Tourism and Hospitality Training Packages.The workbook could be utilised by language, literacy andnumeracy practitioners for group work rather then as a self-paced resource.It could be adapted for use in the Tourism and Hospitalityindustries. Activities are varied, with many being completed inthe workplace. For example, observing people at work indifferent situations. These activities would however need to benegotiated by the trainer.

Internet

How to use the Internet for Aboriginal Studies studentswww.oten.edu.au/access/aboriginalhowtoThis resource developed by TAFE NSW - Access Division, DET- Aboriginal Programs Unit and OTEN assumes no priorknowledge of using the Internet. The resource teaches the userhow to navigate the Internet to search for information. There isa range of interactive activities to help the user develop skills inanalysing and evaluating information and sites. There arestudent worksheets with answers.

This res ource s upports the development of language, literacy and

numeracy s kills relating to s elected units of competency from the

following Training Packages :

BSB01 Bus ines s Services

RUH98 Horticu lture

SRC01 National Community Recreation Indus try

SFI00 Seafood Indus try

THH01 Hos pitality Indus try

THT01 Touris m

Documents

A multimedia learning resource for Aboriginal and Torres Strait ...€¦ · page 1 Teacher notes Deadly Bay: Open for Work Introduction Deadly Bay: Open for Work is a language, literacy