Unit of Competency Mapping – Information for Teachers/Assessors – Information for Learners

SITXLAN2214 Mapping and Delivery Guide
Conduct routine oral communication in a language other than English (Malay)

Version 1.0
Issue Date: October 2018


Qualification -
Unit of Competency SITXLAN2214 - Conduct routine oral communication in a language other than English (Malay)
Description This unit describes the performance outcomes, skills and knowledge required to understand and use a language for routine communication. It covers speaking and listening skills required to conduct routine tasks and provide simple factual information and instructions.There is no direct parity with any formal language proficiency ratings or assessment framework, but this unit broadly relates to International Second Language Proficiency Ratings (ISLPR)1+ to 2.
Employability Skills This unit contains employability skills.
Learning Outcomes and Application This unit applies to all industry contexts and to individuals working at different levels of responsibility. This could include frontline, supervisory or management personnel.This unit can be used for the assessment of routine oral proficiency in any language other than English. For reporting purposes, recognition is limited to those languages listed below which are of importance to the tourism industry. A specific code has been allocated for each of these languages. Each language must be indicated in brackets after the unit title.For example: SITXLAN2206 Conduct routine oral communication in a language other than English (French).SITXLAN2201(Arabic)SITXLAN2202(Indonesian)SITXLAN2203(Cantonese)SITXLAN2204(Dutch)SITXLAN2205(Finnish)SITXLAN2206(French)SITXLAN2207(German)SITXLAN2208(Greek)SITXLAN2209(Hindi)SITXLAN2210(Hungarian)SITXLAN2211(Italian)SITXLAN2212(Japanese)SITXLAN2213(Korean)SITXLAN2214(Malay)SITXLAN2215(Mandarin)SITXLAN2216(Polish)SITXLAN2217(Portuguese)SITXLAN2218(Russian)SITXLAN2219(Serbian)SITXLAN2220(Spanish)SITXLAN2221(Swedish)SITXLAN2222(Swiss German)SITXLAN2223(Taiwanese)SITXLAN2224(Thai)SITXLAN2225(Turkish)SITXLAN2226(Croatian)SITXLAN2227(Bosnian)SITXLAN2228(Australian Indigenous languages)SITXLAN2229(AUSLAN)
Duration and Setting X weeks, nominally xx hours, delivered in a classroom/online/blended learning setting.
Prerequisites/co-requisites Not applicable.
Competency Field
Development and validation strategy and guide for assessors and learners Student Learning Resources Handouts
Activities
Slides
PPT
Assessment 1 Assessment 2 Assessment 3 Assessment 4
Elements of Competency Performance Criteria              
Element: Conduct routine transactions in a language other than English.
  • Identify language needed to conduct routine communications and make introductions.
  • Understand and use appropriate courtesy expressions.
  • Understand and use key words, phrases, gestures and sentences.
  • Provide simple advice on workplace events and topical and familiar matters.
  • Provide simple explanations of problems and their causes, and offer apologies as required.
  • Use simple terms to seek clarification from others when required.
  • Support communication with reference to workplace materials and visual information.
  • Identify need for and seek assistance from others with appropriate language skills.
       
Element: Give simple directions and instructions.
  • Provide clear, succinct and simple directions and instructions using appropriate pace and correct sequence.
  • Support communication with use of appropriately sequenced expressions and questions to emphasise or clarify directions and instructions.
       


Evidence Required

List the assessment methods to be used and the context and resources required for assessment. Copy and paste the relevant sections from the evidence guide below and then re-write these in plain English.

The evidence guide provides advice on assessment and must be read in conjunction with the performance criteria, required skills and knowledge, range statement and the Assessment Guidelines for the Training Package.

Overview of assessment

Critical aspects for assessment and evidence required to demonstrate competency in this unit

Evidence of the ability to:

conduct routine workplace communication in a language other than English:

understand requests and comments

clarify information by asking simple factual questions

respond to requests for factual information and simple advice

provide routine information and maintain communication in relation to routine transactions

provide directions and instructions

follow social and cultural conventions for the language being used.

Context of and specific resources for assessment

Assessment must ensure use of:

a real or simulated workplace activity for which communication in languages other than English is required

other people with whom the individual can interact in the relevant language

resources that support communication in languages other than English:

dictionaries and phrase books

signs and maps

language mats

industry materials, such as menus, timetables and brochures written in languages other than English.

Method of assessment

A range of assessment methods should be used to assess practical skills and knowledge. The following examples are appropriate for this unit:

oral assessment of conversational language use

direct observation of the individual communicating in a language other than English while undertaking typical workplace activities

review of visual aids prepared by the individual to assist verbal communication

written or oral questioning to assess cultural knowledge and cross-cultural communication considerations

review of portfolios of evidence and thirdparty workplace reports of onthejob performance by the individual.

Guidance information for assessment

The assessor should design integrated assessment activities to holistically assess this unit with other units relevant to the industry sector, workplace and job role, for example:

SITHACS303 Provide accommodation reception services

SITHFAB202 Operate a bar

SITHFAB307 Provide table service of food and beverage

SITXCCS201 Provide visitor information.


Submission Requirements

List each assessment task's title, type (eg project, observation/demonstration, essay, assignment, checklist) and due date here

Assessment task 1: [title]      Due date:

(add new lines for each of the assessment tasks)


Assessment Tasks

Copy and paste from the following data to produce each assessment task. Write these in plain English and spell out how, when and where the task is to be carried out, under what conditions, and what resources are needed. Include guidelines about how well the candidate has to perform a task for it to be judged satisfactory.

Required skills

communication skills to:

interact in a positive and courteous way

participate in routine communications and provide simple directions and instructions in a language other than English, including:

use and understanding of key words, phrases, sentences and vocabulary specific to communicating about number, time, place, distance, quantity and currency.

Required knowledge

cultural values and social norms relevant to the language being assessed:

body language

forms of address

taboo topics

cross-cultural communication issues in routine communication sufficient to conduct routine workplace transactions.

The range statement relates to the unit of competency as a whole. It allows for different work environments and situations that may affect performance. Bold italicised wording, if used in the performance criteria, is detailed below. Essential operating conditions that may be present with training and assessment (depending on the work situation, needs of the candidate, accessibility of the item, and local industry and regional contexts) may also be included.

Routine communications may include:

answering simple queries about products and services:

inhouse facilities

local attractions and places of interest

pick-up and drop-off point for tours

shopping centres

tour desk

transport terminals, and taxi and other transport services

conducting product and service transactions:

accepting a simple booking

dealing with others on the telephone

processing payment for a tourism service

processing payment and purchases:

restaurant bill

souvenir products

responding to basic requests for such things as toiletries, towels, razor, hairdryer, blanket, pillow, laundry list, ‘Do Not Disturb’ sign and breakfast menu

taking a message

taking an order

providing factual information:

availability and cost of products and services

check-out times

menu or wine list explanations

location of facilities

opening and closing hours

procedures and rules.

Courtesy expressions may include:

Did you have a good trip?

Do you need another towel?

Good Morning

Goodbye

How are you?

May I clean your room now?

May I help you?

Sorry, I don’t understand. Do you speak English?

This way please

Would you like a newspaper?

Topical and familiar matters may include:

celebrations

deaths or marriages

demonstrations

elections

public holidays and festivals

sporting or cultural events

strikes or accidents

weather conditions.

Workplace materials and visual information may include:

hotel information signs and tags printed in the target language to assist where necessary

international signage, such as ‘No Smoking’ signs

menus written in the specific language

pamphlets written in the specific language

pamphlets, timetables, charts, price tags and menus

signs written in the specific language

signs, maps, diagrams, forms, labels and tickets.

Simple directions and instructions may relate to:

advising check-in and check-out procedures

how facilities and services work:

room equipment

how to get to restrooms, car park, restaurant, bistro, bar, pool or gym

how to get to tour pick-up point

how to use telephone

where facilities are located, such as attractions and rides at a theme park, and general transport

where to go to catch a tour bus or taxi

where to go to purchase everyday goods, such as medication and sunscreen

where to go to purchase everyday services, such as post office and tour services.

Copy and paste from the following performance criteria to create an observation checklist for each task. When you have finished writing your assessment tool every one of these must have been addressed, preferably several times in a variety of contexts. To ensure this occurs download the assessment matrix for the unit; enter each assessment task as a column header and place check marks against each performance criteria that task addresses.

Observation Checklist

Tasks to be observed according to workplace/college/TAFE policy and procedures, relevant legislation and Codes of Practice Yes No Comments/feedback
Identify language needed to conduct routine communications and make introductions. 
Understand and use appropriate courtesy expressions. 
Understand and use key words, phrases, gestures and sentences. 
Provide simple advice on workplace events and topical and familiar matters. 
Provide simple explanations of problems and their causes, and offer apologies as required. 
Use simple terms to seek clarification from others when required. 
Support communication with reference to workplace materials and visual information. 
Identify need for and seek assistance from others with appropriate language skills. 
Provide clear, succinct and simple directions and instructions using appropriate pace and correct sequence. 
Support communication with use of appropriately sequenced expressions and questions to emphasise or clarify directions and instructions. 

Forms

Assessment Cover Sheet

SITXLAN2214 - Conduct routine oral communication in a language other than English (Malay)
Assessment task 1: [title]

Student name:

Student ID:

I declare that the assessment tasks submitted for this unit are my own work.

Student signature:

Result: Competent Not yet competent

Feedback to student

 

 

 

 

 

 

 

 

Assessor name:

Signature:

Date:


Assessment Record Sheet

SITXLAN2214 - Conduct routine oral communication in a language other than English (Malay)

Student name:

Student ID:

Assessment task 1: [title] Result: Competent Not yet competent

(add lines for each task)

Feedback to student:

 

 

 

 

 

 

 

 

Overall assessment result: Competent Not yet competent

Assessor name:

Signature:

Date:

Student signature:

Date: