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E-Commerce Toolbox teachers guide

Summary of level 4 indicators of competence


Reads and interprets structurally intricate texts in chosen fields of knowledge which require integration of several pieces of information for generating meaning.

Interprets texts which include ambiguity and inexplicitness where reader needs to distinguish fact from opinion and infer purpose.

Interprets and extrapolates from texts containing data which includes some abstraction, symbolism and technicality presented in graphic, diagrammatic, formatted, or visual form.


Communicates complex relationships between ideas by matching style of writing to purpose and audience.

Generates written texts reflecting a range of genres and using appropriate structure and layout.

Oral communication

Participates in sustained transactions with flexible use of range of generic structures for the purpose of exchanging or obtaining goods and services or gathering/providing information.

Participates in sustained interpersonal exchanges, demonstrating flexible use of register and a range of interactional strategies for the purpose of establishing, maintaining and developing relationships, for exploring issues, or for problem solving.

Extracts main ideas and most details from sustained oral texts.

Learning strategies

Evaluates appropriateness of learning strategies/practices and refines activities to achieve goals and enhance learning.


Selects and investigates appropriate mathematical information and relationships embedded in an activity, item, or text.

Selects and applies an expanding range of mathematical strategies flexibly to solve problems in a variety of contexts.

Examines and questions the appropriateness, possible interpretations, and implications of aspects of mathematical activity.

Uses a range of oral and written informal and formal language, and representation including symbols, diagrams, and charts, to communicate mathematically.

Although the standards that are set here are quite high, we believe they are appropriate, as the entry requirement for a diploma course is the completion of a Certificate IV in IT or equivalent.

Facilitation requirements

There are two main areas in the Toolbox: the projects and the resource packs.

The resource packs are generally self-contained and provide theory and activities to ensure learners gain the skills necessary to complete the projects. These activities include formative assessments. You may choose to ask learners to submit some of these activities if it suits your assessment requirements.

The projects provide an opportunity for learners to apply the skills (summative assessment) learnt in the resource pack. A number of collaborative activities have been built into the projects, requiring more facilitation at this point (eg setting up discussion forums and organising interview times).

Part of the Australian Flexible Learning FrameworkPage 7 of 43

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