This course has seven (7) Units. Learners will complete all 7 Units.
The time allocated to each Unit will reflect the needs of the individual learner.
Learners will complete one required Work Task.
UNIT 1 Community
- the range of cultural and linguistic backgrounds of people in the community
- key people in the local community i.e. personalities that are likely to be known (e.g. Mayor, police).
UNIT 2 Organisations in the community
- personal needs and preferences
- service organisations (e.g. libraries, the police, hospitals, health clinics)
- recreation organisations (e.g. cinema, bowling alley, skateboard park)
- range of businesses (e.g. shops, pharmacies, sports stores, hairdressers).
UNIT 3 Involvement in the community
- personal choices and preferences
- organisations that provide goods and services to meet individual needs
- how to contact organisations (e.g. phone number, address, website, using a brochure)
- how to access a range of organisations (e.g. personal visit, phone call, internet enquiry)
- indicate recognition of how to become a member of a group or club.
UNIT 4 Getting around
- moving around safely in the community environment (e.g. school, shopping centre, parks and gardens)
- using public and private transport (e.g. bus, taxi, maxi cab)
- safe practices when in a vehicle (e.g. seatbelts, stowing of luggage, restraining pets in vehicles)
- organising small outings (e.g. picnics, cinema outings, local shopping centre)
- pedestrian safety (e.g. WALK/DON’T WALK signals, No Crossing, Pedestrian Crossing, Ramp Access)
- use of special transport (e.g. wheelchair accessible vehicles, maxi cab).
UNIT 5 Rules and laws
- rules and laws as ways of regulating behaviour (e.g. promoting social safety (face to face) and cyber safety)
- equality and equity: what’s fair to me and others?
- identify some basic rules and expectations in the classroom
- human rights: what rights do I have?
- identify some reasons for having rules in the community
- structures around enforcing the legal system
- identify some key roles of people and agencies who enforce rules in the community
- support services (e.g. advocates, legal advice, youth groups).
UNIT 6 Citizenship
- how have individuals and groups contributed to development of Australia
- How do I contribute to my community?
- personal roles and responsibilities (e.g. within a family, on the road, as a consumer, as a tenant)
- Citizenship, national identity, e.g. what is an Australian?
- elections and voting
- significant roles in the community.
UNIT 7 Knowing About Australia
- familiarity with a few key events
- government in Australia: basic concepts of local, state and national
- famous Australians (e.g. famous explorers, bushrangers, politicians, sports stars, media personalities)
- indigenous Australians (e.g. artists, pop stars, movie stars).
WORK TASK
Learners will appropriately and actively engage in at least one (1) community event.
This could be a school, local community or wider community event.
NOTATION ON EVIDENCE OF LEARNING
Some of the criteria standard elements (see below) use the terms ‘identify’ or ‘describe’.
In the context of this preliminary level course, ‘identification’ might be done via methods such as:
- correctly selecting from a given list
- correctly selecting from a set of images
- correctly naming from memory or after consulting a source such as the internet.
‘Selecting’ might be done by methods such as: pointing; nodding; circling with a pen; or matching (e.g. picture with corresponding name card).
In the context of this preliminary level course, ‘describing’ might be done via methods such as:
- a written description (e.g. a word list of characteristics)
- a series of images with simple written notations.