ERIC ED400377: Filling the Frame. Adult Education and Vocational Training Institute Guidelines for the Implementation of Integrated Curricula within the Certificates of General Education for Adults Framework.

250 Pages·1995·2.2 MB·English

by  ERIC

DOCUMENT RESUME
CE 072 542
ED 400 377
Filling the Frame. Adult Education and Vocational
TITLE
Training Institute Guidelines for the Implementation
of Integrated Curricula within the Certificates of
General Education for Adults Framework.
New South Wales Dept. of Corrective Services, Sydney
INSTITUTION
(Australia).
REPORT NO ISBN-0-7310-6426-7
PUB DATE
95
NOTE
250p.
Teaching Guides (For
Classroom Use
PUB TYPE
Guides
Teacher)
(052)
MF01/PC10 Plus Postage.
EDRS PRICE
Academic Education; *Adult Basic Education; Adult
DESCRIPTORS
Literacy; Art Activities; *Competence; Competency
Based Education; Computer Science; Correctional
Education; Daily Living Skills; Design; Developed
Nations; Fine Arts; Foods Instruction; Foreign
Countries; Graphic Arts; Handicrafts; *Integrated
Curriculum; Job Search Methods; *Learning Activities;
Learning Modules; Literacy Education; Music;
Nutrition; Occupational Safety and Health; *Teaching
Methods; Units of Study; Vocational Education
*Australia
IDENTIFIERS
ABSTRACT
This document contains learning modules for adult
basic education courses in Australia, along with teacher information
for integrating curricula, using integrated themes, and planning
curricula. The learning modules contain learning activities in the
following areas: job search skills; occupational health and safety;
life skills; ceramics; computer studies; nutrition and budget
cookery; library and research skills; craft, design, and technology;
calligraphy; graphic design; art; and music. Each learning activity
has the following components: learning outcomes; performance
criteria; assessment tasks; suggested strategies; and key
competencies to be met. Some of the learning modules are presented on
several levels to allow for individual competence and prior learning,
and some are suitable for use with incarcerated persons. A glossary
of terms is included. (KC)
***********************************************************************
Reproductions supplied by EDRS are the best that can be made
from the original document.
Filling The Frame
U.S DEPARTMENT OF EDUCATION
PERMISSION TO REPRODUCE AND
Office I Educational Research and Improvement
DISSEMINATE THIS MATERIAL
EDU ATIONAL RESOURCES INFORMATION
HAS BEEN GRANTED BY
CENTER (ERIC)
his document has been reproduced as
received from the person or organization
originating it.
0 Minor changes have been made to improve
reproduction quality.
Points of view or opinions stated in this docu-
TO THE EDUCATIONAL RESOURCES
ment do not necessarily represent official
OERI position or policy.
INFORMATION CENTER (ERIC)
Adult Education and Vocational Training Institute
guidelines for the implementation of integrated
curricula within the Certificates of General
Education for Adults framework.
2
8LE
LBEST COPY NAN_
Filling the Frame
Adult Education and Vocational Training Institute guidelines for
the implementation of integrated curricula within the Certificates
of General Education for Adults framework.
Adult Education and Vocational Training Institute
NSW Department of Corrective Services
Sydney
1995
Compiled by Suzanne Wilde
Cartoons by Danita Phelan
Published by
Adult Education and Vocational Training Institute
NSW Department of Corrective Services
GPO Box 31
Sydney 2001
[phone]
ISBN 0 7310 6426 7
2
Table of Contents
Acknowledgements
4
Foreword
5
Thematic Options or Optional Themes
6
Notes on Student Assessment
8
Recognition of Prior Learning
9
Navigating This Document
9
Developing Local Curricula
10
Job Search Skills
11
Occupational Health and Safety
27
Life Skills
33
Ceramics
59
Computer Studies
89
Nutrition and Budget Cookery
130
Library and Research Skills
163
Craft, Design and Technology
169
Calligraphy
175
Graphic Design
185
Art
201
Music
219
Using Integrated Themes
227
Planning Curricula
247
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AEVTI Filling The Frame
Acknowledgements
This book is a compilation of the work of many people. I would personally love to
take the credit for it but I know that no one person can have all the knowledge,
skills and sheer enthusiasm that have gone into its production. Some people will
remain sadly unacknowledged as some of the work here has come from pieces
of paper whose origin I know not but which may have landed with me because I
was interested in them at the time.
People who can, and definitely should, be acknowledged are:
Dr Brian Noad for his sheer genius in establishing AEVTI and finally giving our
clients access to accredited programs, for being a continual support in the
production of this document and for always being there, not to mention for his
role as head of the editorial committee.
The rest of the editorial committee (AKA the AEVTI board) Alex Apostolatos,
Peter de Graaff, Loma Bridge, Phil Ricketts and Terry Murrell.
Many, many SEOs, EOs, teachers and others who have given freely of their time
and energy including:
Daphne Schmich
Nancy Lansom
Judy Tyson
Rosemary McDonald
Maurie Morrison
Cameron Williams
Patrick Hansen
Sue Woodbury
Ron O'Brien
Sue Chapman
Susan Paull
Helen Kay
Judy Lawler
Victoria Havryliv
Kathy Campbell
Michael Tuckey
Christine Wortley
Jason and Kirthi Wilde
Suzanne Wilde
Senior Education Officer
Adult Education and Vocational Training Institute
NSW Department of Corrective Services
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AEVTI Filling The Frame
Foreword
The curriculum guidelines contained within this document are designed for use
by teachers on AEVTI campuses. They attempt to integrate the core areas of
Reading and Writing, Numerical and Mathematical Skills, Communications, Life
Skills and Employability Skills within study areas which are commonly in current
use.
The guidelines contained within this book support The Adult Education and
of accredited programs within the
Vocational Training
delivery
Institute's
framework of the Certificates of General Education for Adults, and support
all campuses.
program pathways by providing a consistent set of guidelines for
The implementation of accredited courses is in accordance with an enterprise
agreement (EA) between the Department of Corrective Services, Corrective
Services Teachers' Association and NSW Teachers' Federation. As part of this
committed to the professional development of
EA the Department is
its
Education Staff, within which "Filling The Frame" is a part.
The Australian National Training Authority has recognised that curricula need to
be adapted to suit individual enterprises. These guidelines have been developed
to meet the needs of the enterprise of Correctional Education by providing a set
of standards which allow flexibility of delivery. They recognise that each learner
brings to, and takes away from, the learning experience something which is
personally and uniquely different, but that in order to recognise the learner's
application of skills and knowledge, common criteria need to be applied in
assessment.
This document is aligned to current "best practice" in adult education with its
emphasis on competency based training and flexible delivery. In applying these
curriculum guidelines teachers and students have the opportunity to address
individual needs within the broader framework of the Certificates of General
Education for Adults.
I am confident that this book will provide support to our field staff and commend it
to all those teaching on our campuses.
Dr B M Noad
Principal
Adult Education and Vocational Training Institute
NSW Department of Corrective Services
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AEVTI Filling The Frame
Thematic Options
or Optional Themes
The changing language of education can sometimes confuse the
unwary and
create a very non user friendly environment. For this
reason this section of the
document is devoted to unravelling the jargon of the rest of the document.
While in any normal publication the glossary would
come at the end of the book
in this case it comes near the beginning in the hope that the
user will refer to it
before he or she becomes so befuddled by jargon and
acronyms that they give
up trying to read it.
The curriculum guidelines contained within the document
are designed to be
delivered as part of the Certificates of General Education for Adults and
therefore any definition of terms must take into account the jargon of these
certificates.
CsGEA: The Certificates of General Education for Adults
so called because
there is more than one of them (CGEA Foundation, CGEA Reading and Writing
etc.)
AEVTI: Adult Education and Vocational Training Institute is the registered
provider of Adult Education in NSW Correctional Centres and is the provider of
the CsGEA and other accredited programmes within NSW Correctional Centres.
Accreditation Formal recognition of the standard of
a programme. In NSW this
the responsibility of VETAB (NSW Vocational Education and Training
is
Accreditation Board)
Competency What the learner achieves and
can demonstrate successfully as a
result of the learning
Element One part of the competency which contributes to the whole
Learning Outcome The specific skill or knowledge to be demonstrated
Performance Criteria Define what the learner is expected to do in order
to
demonstrate competence within the element
Range and Conditions The environment in which the learning takes place,
which includes all the conditions that apply to the learning. ( In general terms the
range and conditions qualify the level at which the learner is performing).
Level Throughout this document this term refers to the CsGEA levels
as defined
in the CsGEA accreditation document
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AEVTI Filling The Frame
Module A particular segment of learning which is largely self contained and
delivered at one level.
Stream A major area of study. In the case of the CsGEA there are four streams;
Numerical and Mathematical
Reading and Writing,
Communication,
Oral
Concepts and General Curriculum Options. The first three of these streams are
referred to as core streams. Studies in General Curriculum Options make up part
of this document.
Credential The student receives recognition of competence, in this case with
one of the Certificates of General Education for Adults
RPL: Recognition of prior learning grants a students advanced entry into a
life skills or work
program through learning acquired through previous study,
experience provided that the learning can be demonstrated and is still relevant
Nominal Duration Since students are assessed on competence rather than on
time spent in class the duration of any module is variable. The nominal durations,
where given, are guidelines for administration purposes.
Study Areas Particular strands of a subject area which are self contained
Option A subject which may be delivered as a General Curriculum Option under
the framework of the CsGEA
Theme An interest topic which may be developed into a mini curriculum in its
own right and may be delivered as an option
Holistic Program A program which, while concentrating on the option or the
theme being studied, also encompassed a range of skills from a range of areas
Integrated Program A program which integrates skills from a range of different
streams
Within this document we have a collection of curricula which may be defined as
holistic, integrated thematic options or possibly as integrated, holistic optional
curricula
themes. The language used is secondary to the concept of providing
which
which will allow the development of a range of skills in a natural way and
will result in recognition of the students accomplishments.
stream
In the delivery of The Certificates of General Education for adults any
When working in the
may be integrated with any other, or all, other streams.
Mayer Key
options areas this integration is particularly easy to achieve but the
Competencies may also be integrated into the core streams.
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AEVTI Filling The Frame
Notes on Student Assessment
When delivering General Curriculum Options we are asked to assess students
according to the seven Mayer Key Competencies:
Collecting analysing and organising information
Planning and organising activities
Communicating ideas and information
Working with others and in teams
Using mathematical ideas and techniques
Solving problems
Using technology
While these competencies are general, and as highly desirable for industry as
they are for functioning in society, they are basically descriptions of the ways in
which skills and knowledge are applied.
It is particularly important to assess the skills and knowledge as well as the ways
in which these are applied and not to simply assume that because a student
demonstrates some, or all of the key competencies that he/she also has these
skills.
If a student in a cooking class works very well with other students and shares
tasks equitably, uses all kitchen equipment according to occupational health and
safety guidelines and can plan and organise the preparation of a meal it does not
necessarily follow that they can cook.
Student assessment must identify the skills and knowledge acquired as well as
they way in which it is applied.
In the General Curriculum Options contained here, specific competencies are
listed. These competencies must be acquired for the student to be given credit
for the successful completion of the programs.
order to demonstrate
In
competence the students must meet all the performance criteria as well as
demonstrating the key competencies. The assessment examples listed with each
element are not set in concrete but they should serve as a guide for teachers to
develop assessment tasks which suit their particular students and teaching
environment.
At regional moderation for verification meetings, which are held each semester,
teachers should provide typical examples of work at each level so that
benchmarks can be recognised in the options taught.
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