Recent Question/Assignment

Student Assessment Pack
Ensure this cover sheet is attached to your work.
Student and Trainer/Assessor Details
Student ID
Student name
Contact number
Email address
Trainer/Assessor name
Course and Unit Details
Course name Professional Year Program – EAW4
Unit code and name Preparing Tailored Job Application
Due Date Submission Date
Student Declaration:
• I certify that the work submitted for this assessment pack is my own. I have clearly referenced any sources used in my submission. I understand that a false declaration is a form of malpractice;
• I have kept a copy of this assessment pack and all relevant notes, attachments, and reference material that I used in the production of the assessment pack;
• For the purposes of assessment, I give the trainer/assessor of this assessment the permission to:
o Reproduce this assessment and provide a copy to another member of staff; and
o Take steps to authenticate the assessment, including communicating a copy of this assessment to a checking service (which may retain a copy of the assessment on its database for future plagiarism checking).
Student signature: ________________________________ Date: ____/_____/______________
THIS PAGE IS INTENTIONALLY BLANK

ASSESSMENT DETAILS AND RESULTS SHEET
Purpose:
This sheet enables assessors to determine a student’s competency for each unit based on all assessment tasks submitted. It also provides evidence to ACS that the student has been assessed appropriately, after the student’s assessment is destroyed after the mandatory 6 months retention period. Under the Public Records Act, this sheet must be retained for 7 years.
Instructions:
Assessor: Record the outcome of each assessment task on this sheet. Once all assessments have been finalised, determine the student’s competency for the unit based on all assessment tasks. Record the unit outcome below, sign and date then forward this form together with all assessment to the Training Manager according to the assessment submission schedule. Please refer to assessment overview for more information.
Administration Team: Record the Unit Outcome in the student management system (SMS). Ensure the date assessed matches the end date for the unit in SMS. Scan this sheet in the student’s electronic record, then save the assessment bundle in the student’s file.
Unit Name: Sufficient evidence recorded/Outcome
S – Satisfactory
NS – Not Satisfactory
Evidence recorded Unit Assessment Task 1 ? S / ? NS (First Attempt) ? S / ? NS (Second Attempt)
Unit Outcome ? Competent
? Result not available FINAL UNIT OUTCOME
? Competent
? Not Yet Competent
Comments
Assessor’s Name (Print)
Assessor Signature
Date Assessed
DATA ENTRY
(Entered onto TEAMS) ? Competent (change result to Competent and enter date assessed)
? Result not available (do not change result, record submission in notes field)
Date: Initials: ? Competent (change result to Competent and enter date assessed)
? Not Yet Competent (change result to NYC and enter date assessed)
Date: Initials:

Assessment Overview
Unit Description and Application
The purpose of this unit is to ensure that the participants are prepared for job seeking. The Professional Year (PYear) participants will focus on career development activities, including networking and planning, career documents.
Pre- Requisites
Not applicable
Co- Requisites
Not applicable
Relevant Legislation
• Australian Human Rights Commission Act 1986
• Age Discrimination Act 2004
• Disability Discrimination Act 1992
• Racial Discrimination Act 1975
• Sex Discrimination Act 1984
• The Privacy Act 1988 (Privacy Act) and Australian Privacy Principles (APPs)
• Occupational Health and Safety Act 2004 – Applicable in Victoria
• Work Health and Safety Act 2011
Key competencies
Subject Specific
• Identify and communicate skills and abilities
• Identify job advertising media suitable to applicant’s desired career
• Analyse and apply typical structural features of CVs and cover letters
• Understand the role of presentation of skills in a CV and cover letter
• Identify and address selection criteria in a cover letter
• Demonstrate ability to make application relevant to position being applied for
• Produce a skills assessment and career plan (not assessed, but requirement of course)
Culture and Communication
• Identify and communicate skills and abilities appropriately
• Identify key words in advertisements and use in application
• Understand importance of tailoring applications
Language
• Identify key words in job advertisements
• Action words to describe roles and achievements
• Concise language to address selection criteria, correctly structured (STAR)
• Appropriate language and register for emails, CVs and cover letters
• Appropriate terms of address in emails and application letters
This task should aim for no errors in the email, CV and cover letter. This is the standard expected by employers.
Assessment Submission Guidelines
• All assessments must be submitted by the due date specified by the Trainer/Assessor on the WLI Learning Management System (Moodle). To log in to WLI Moodle visit https://WLI.learnbook.com.au/login/learnbooklogin.php.
• When submitting assessments students agree that it is their own work, except where acknowledged, and has not been submitted for academic credit elsewhere.
If you miss an Assessment Deadline:
If you miss a scheduled assessment you are required to provide proof of legitimate absence within three (3) working days after the official due date.
• Proof must be provided to the Student Services Department and may be required to complete an assessment extension application form.
• If the proof is not provided within the time period, then the student will receive a ‘Not Yet Competent (NYC)’ outcome.
• No supplementary assessments will be scheduled without proof of legitimate absence.
• If the proof of legitimate absence is rejected, the student can appeal to the Academic department.
• For more information, please refer to the student handbook.
Re-submission
Students are permitted 2 attempts for each assessment task. If you are deemed Not Yet Competent (NYC) for the unit, you must re-enrol and pay the required tuition fees for the unit.
Assessment Task and Unit Outcome
All individual assessment tasks are marked as either Satisfactory (S) or Not Satisfactory (NS).
Once all individual assessment tasks are marked Satisfactory (S) for a unit, the student can be deemed Competent (C).
If the student does not achieve Satisfactory (S) results for all individual assessment tasks for a unit, they will be deemed Not Yet Competent (NYC).
Reasonable Adjustment
At the Trainer/Assessors discretion reasonable adjustment, also known as reasonable accommodation, may be applied. This means that 'reasonable' adjustments may be made wherever possible; to meet the needs of a student with disability or with other learning needs. If you require more details about reasonable adjustment, please refer to the student handbook.
Learning support
If you require further assistance in your learning, WLI encourages you to reach out to your Trainer to discuss the areas that you believe you need further assistance with. If you require further support after consulting your trainer, please see a Student Services Officer who can arrange a time to discuss your concerns with the Academic department.
Plagiarism Policy
All student work must be written in their own words, except where acknowledged through quotations and referencing. Plagiarism is a serious offence; The William light Institute may impose severe penalties on students who plagiarise.
For more information on Plagiarism and Cheating, visit WLI’s policy and procedures on the website. http://www.wli.edu.au/.
Appeals
If you are not satisfied with the decision made by a member of WLI staff, you can appeal that decision. For more information on Complaints and Appeals please see the Appeals policy and procedures on the WLI website. http://www.wli.edu.au/.
Course Credits
If you have been deemed competent in this unit as part of a prior qualification, you may eligible for credit transfer. For more information on course credits please see the Course Credits policy and procedures on the WLI website. http://www.wli.edu.au/.
RPL
If you believe you have sufficient experience and knowledge in this area of study, you may be eligible for Recognition of Prior Learning (RPL). For more information on applying for RPL please see the Recognition of Prior Learning (RPL) policy and procedure on the WLI website. http://www.wli.edu.au/.
Feedback to student
Feedback on students’ assessment performance is a vital element in their learning. Its purpose is to justify to students how their competency was assessed, as well as to identify and reward specific qualities in their work, to recommend aspects needing improvement, and to guide students on what steps to take.
Feedback defines for students what their trainer/assessor thinks is important for a topic or a subject. At its best, feedback should:
• Be provided for each Unit Assessment Task (UAT)
• Guide students to adapt and adjust their learning strategies
• Guide trainers/assessors to adapt and adjust teaching to accommodate students’ learning needs
• Be a pivotal feature of learning and assessment design, not an add-on ritual
• Focus on course and unit learning outcomes
• Guide students to become independent and self-reflective learners and their own critics
• Acknowledge the developmental nature of learning
If students have not received proper feedback, they must speak to PYP department/administration department in the WLI/person responsible for looking after the PYP department/administration of the WLI.
For more information, please refer to the WLI Student Handbook.

Question 1:
Task 1: Assessment 1 - Cover letter (Application letter) and CV
• Identify a job that matches your interests and skills from career websites and write an application letter based on the criteria in appendix 1 attached at the end of the assessment.
• Based on your research of a job that matches your interests and skills create a CV (A curriculum vitae) based on the criteria in appendix 2 attached at the end of the assessment.
• Student requires to update his/her profile on LinkedIn page. It’s recommended to practice by following WLI PY Alumni page on LinkedIn: https://www.linkedin.com/company/26547669/
PERFORMANCE CRITERIA CHECKED BY THE FACILITATOR
Student name:
Facilitator name:
PERFORMANCE CRITERIA COMPETENT NOT YET COMPETENT
Identify and communicate skills and abilities
Identify job advertising media suitable to applicant's desired career
Identify key words in advertisements and use in application
Analyse and apply typical structural features of CVs and cover letters
Understand the role of presentation of skills in a CV and cover letter
Use correct register and language in email, cover letter and CV
Identify and address selection criteria in a cover letter
Demonstrate ability to make application relevant to position being applied for
Facilitator’s Signature: Date:

Assessment task 1 – Appendix 1: Cover letter-Assessment Criteria
Assessment criteria Explanation of the criteria
Format Consistent with professional letter format
Addresses and date Correctly placed and formatted
Ref no, what position is being applied for Included prominently
Appropriate greeting and ending E.g. “Dear Ms Jones” not “Dear Ms Emma”, ending “Yours sincerely” first name surname
Opening information Where the ad was seen and company knowledge, (i.e. specific to that particular organisation) plus reasons for applying
Skills and experience Included briefly but clearly, using key words from the advertisement, tailored to position advertised
Ending Reiterates enthusiasm/suitability for the position, may mention interview
Register Formal but not too wordy
Language No informal language (especially text language) but not overly formal/elaborate/flowery language
Plain English Clear, concise, accurate
Appropriate greeting and ending E.g. “Dear Ms Jones” not “Dear Ms Emma”, ending “Yours faithfully” or “Yours sincerely” first name surname
Grammar and vocabulary No grammar or vocabulary mistakes
Spelling and punctuation No spelling or punctuation mistakes (including capital letters)

Assessment task 1 – Appendix 2: CV/resume Assessment Criteria
Assessment criteria Explanation of the criteria
Presentation/layout
Headers/footers Headers and/or footers with page numbers and applicant’s name
Page breaks Page breaks are well placed and avoid split lists
Font Font is consistent and modern. Single spacing
Indents Aligned, consistent and an appropriate size
Information • Grouped correctly with appropriate headings, and presented in an appropriate order (most to least important)
• Lists should start at the most recent and go backwards chronologically
• Dot points used rather than paragraphs
Impact Most vital and relevant information on first page
Length 3 or 4 pages long – no longer, but can be 2 pages
Content
Personal information E.g. name, address, phone, mobile, fax, e-mail
Information No irrelevant information (i.e. DOB, marital status, nationality, religion, health, no. of children) included
Education E.g. qualification, institute, major/minor, relevant subjects, dates, a positive aspect of results
Employment E.g. position title, company, dates or duration, 2-4 duties / responsibilities listed for recent or relevant jobs
Skills Skill sub-headings relevant to position being applied for; each skill needs specific examples, clearly explained
Other significant information Membership, professional development, interests, awards, achievements, community involvement
Referees It is best to include names, position and contact details including a phone number
Targeted Tailored to position being applied for
Language
Register Formal but not too wordy
Language No informal language (especially text language) but not overly formal/elaborate/flowery language; use of action words
Plain English Clear, concise, accurate
Grammar and vocabulary No grammar or vocabulary mistakes
Spelling and punctuation No spelling or punctuation mistakes (including capital letters)