VCE VM Literacy Units 3 and 4

TERTIARY & CAREERS PATHWAYS 

For students seeking a pathway to indirect university entry, Technical and Further Education (TAFE), apprenticeships / traineeships or employment.

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UNIT 3 - Accessing and understanding informational, organisational and procedural texts

Students will become familiar with and develop confidence in understanding and accessing texts of an informational, organisational or procedural nature. These texts should reflect real-life situations encountered by students and be representative of the sorts of texts students will encounter in a vocational setting or workplace, or for their health and participation in the community.

Students will learn to recognise, analyse and evaluate the structures and semantic elements of informational, organisational and procedural texts as well as discuss and analyse their purpose and audience. Students will develop their confidence to deal with a range of technical content that they will encounter throughout adulthood, such as safety reports, public health initiatives, tax forms and advice, contracts, promotional videos and vocational and workplace texts.

As a part of this exploration of texts and content, students will participate and engage in activities that equip them to access, understand and discuss these text types.

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Key Skills:

• access relevant texts via the internet or other means
• read, infer and create meaning from texts
• identify key elements of complex, technical documents, including tables of contents, headings, sub-headings, paragraphs and indexes to locate relevant information
• engage with commonly encountered and technical documentation for a specific workplace, vocational setting or real-life situation
• compare and contrast texts designed for similar purposes, evaluating their effectiveness in delivering information

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UNIT 4 - Understanding and engaging with literacy for advocacy

Students will investigate, analyse and create content for the advocacy of self, a product or a community group of the student’s choice, in a vocational or recreational setting. Students will research the differences between texts used for more formal or traditional types of advocacy, influence or promotion, as well as some of the forms that are increasingly being used in the digital domain for publicity and exposure.

Students will consider which elements are important for creating a ‘brand’ (including personal branding) and how different texts, images, products and multimedia platforms work together to produce one, central message to influence an audience. Students will compare and contrast the ways in which the same message can be presented through different platforms and participate in discussions that consider the effectiveness of these messages, considering their purpose and the social and workplace values associated with them.

Students will read, discuss, analyse and create texts that influence or advocate for self, a product or a community group of the student’s choice.

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Key Skills:

• identify the layout, design and structural elements of a variety of written, digital and visual texts
• identify appropriate communication techniques for different settings and contexts
• read, understand and infer meaning and context by evaluating promotional and influential material
• design and create influential or promotional material appropriate for context and audience
• critically evaluate the appeal and effectiveness of influential or promotional material from different individuals or organisations, considering purpose and the social and workplace values associated with them

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