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22490VIC Certificate IV in EAL (Employment/Professional)

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GOVERNMENT FUNDED

Skills First Funding

JobTrainer Initiative

ENROLMENT TYPE

Non Apprentice/Trainee

Trainee

DURATION

6 months

START

Anytime

CLASSES

Melbourne CBD 3000

STUDY MODE

In class

PRACTICAL PLACEMENT

N/A

FEES

DOWNLOADS

22490VIC Certificate IV in EAL (Employment/Professional)

Local Students

Overview

General: Certificate IV in EAL (Employment/Professional) outcomes are designed for skilled, qualified and experienced workers who require high level speaking and listening, reading and writing skills in English, and literacy skills including digital literacy skills, to gain skilled jobs (such as various technical and IT jobs, in the medical or engineering professions), and for those seeking to access employment in specialised fields. Participants may have specialised knowledge and technical skills and need to develop a higher level of English language proficiency to successfully gain access to their field.

Entry Requirements

Entry: Entry to this EAL Course is determined according to the following criteria:

a participant’s current English language skills. (The Listening and Speaking and Reading and Writing units in the Framework will provide the basis for initial assessment processes and placement of participants at the appropriate proficiency level)

a participant’s prior formal education experience, both overseas and in Australia

any prior EAL learning

a participant’s learning and pathway needs including employability skills, literacies (digital and other literacies), and further educational and vocational training needs.

Every student will be required to complete the English Proficiency Assessment test and a Pre-Training Interview. Students must also be at least 18 years of age.

Vocational Or Educational Outcomes

Vocational or educational outcomes: Students can go into a range of employment options.

Structure And Assessment

Delivery and assessment: This course is delivered in a classroom setting. Strategies include a variety of assessment methods and evidence gathering techniques, which offer an integrated approach to assessment.

Assessment methods and tools may include:

verbal presentations, multi-media presentations, portfolios, student self-assessments, on-going teacher assessment, direct observation, simulated role plays, third party feedback e.g. from (teachers, community members or peers), verbal questioning to confirm linguistic, sociolinguistic and cultural knowledge.

Core Units

Unit CodeUnit DescriptorNominal Hrs
VU22619Analyse and participate in complex conversations80
VU22635Present and listen to complex oral presentations in an employment or professional context80

Elective Units

Unit CodeUnit DescriptorNominal Hrs
BSBWRT401Write complex documents50
TLIE4006Collect, analyse and present workplace data and information30
VU22122Respond to an advertised job20
VU22627Research current issues55
VU22638Critically read and write formal letters and complex prose texts for professional purposes80
VU22639Critically read, write and edit complex descriptive texts in a professional context80

This Training is delivered with Victorian and Commonwealth Government Funding. Eligibility criteria apply. People with disabilities are encouraged to apply.

How To Apply

How to Apply

Please make sure you have read all the course information about units of study, duration, entry requirements, assessment information, job prospects etc.

Steps

1. You must attend a pre-training interview which includes a Language, Literacy and Numeracy test and complete the eligibility declaration form (in the case of students applying for Skills First Program Funding).

2. To complete the application process, click on the ‘Apply Now’ link. Complete the steps involved to submit your application online.

3. ITHEA will assess your application and make sure all entry requirements are met. An ITHEA representative will contact you if your application is unsuccessful.

FOR FURTHER INFORMATION

If you have any questions about the course, please call us on 9650 3900.

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