Unit rationale, description and aim
International students studying health sciences in Australia may require an external English language proficiency test result for entry into undergraduate studies, or for professional registration or employment purposes. To perform competently in an external test, candidates must have appropriate language proficiency as well as test-taking strategies and task experience. Being able to reflect on, and continue to develop, language and communicative competencies, contributes to success in tertiary studies, as well as in interpersonal and professional interactions.
This unit supports students with the skills development needed to achieve the required proficiency in an external English language test. The focus is on developing accuracy and fluency of language, flexibility and extension of language, and on the students' ability to respond to a variety of topic and task types. This unit provides students with test-taking strategies and the opportunity to apply skills and strategies to timed and controlled practice tasks. Students are required to reflect on feedback and implement approaches to promote their language learning, skills development and task fulfillment.
The aim of this unit is to build on the English language proficiency and to provide students with test-taking strategies and experience in the various tasks and macro-skill components of an external English language proficiency test.
Learning outcomes
To successfully complete this unit you will be able to demonstrate you have achieved the learning outcomes (LO) detailed in the below table.
Each outcome is informed by a number of graduate capabilities (GC) to ensure your work in this, and every unit, is part of a larger goal of graduating from ACU with the attributes of insight, empathy, imagination and impact.
Explore the graduate capabilities.
Complete a practice external English language prof...
Learning Outcome 01
Identify areas for improvement post practice profi...
Learning Outcome 02
Content
Topics will include:
A variety of general knowledge and academic topics
Understanding external test requirements, strategies and time management
Reflecting on personal learning plans and skills development
Interpreting test questions
Predicting, skimming and scanning
Reading and listening for opinions, main ideas and details
Reading and listening to understand purpose, value, inference and organisation of texts
Pronunciation and fluency
Building grammatical accuracy and extending vocabulary
Paragraph and essay structure, content and organisation
Interpreting and describing graphic information and processes
Online and paper test taking
Timed practice tasks
Assessment strategy and rationale
To fulfill the entry requirements for the Bachelor of Nursing program, students are required to undergo an approved English language proficiency test. Within the program, students receive comprehensive support, including diagnostics, strategies, and assistance for proficiency development. This includes guidance through the process of completing a fully scored official practice English language proficiency test. Following the completion of the test and the receipt of results, students are tasked with creating a reflective action plan. This plan focuses on identifying any skills that may require further development before undertaking the primary external English proficiency test.
This is a pass/fail unit. Students must complete both the hurdle tasks to pass the unit. This involves attempting a practice test and submitting the results to TPP administration and submitting a Reflective Action Plan based on these results. Students must attempt the Hurdle Tasks once.
Overview of assessments
Hurdle Task: Full Practice Test Completion of and...
Hurdle Task: Full Practice Test
Completion of and submission of results from an authorised suitable practice test of a language proficiency test accepted for entry into the Bachelor of Nursing at ACU.
Ungraded Hurdle Task
Hurdle Task: Reflective Action Plan A brief summa...
Hurdle Task: Reflective Action Plan
A brief summary of learnings from the practice test result and next steps.
Ungraded Hurdle Task
Learning and teaching strategy and rationale
In order to promote independent learning and the development of language proficiency, active learning is a focus of the learning and teaching strategy. Students are encouraged to reflect on their language learning needs and be inquisitive and active in pursuing strategies to promote proficiency. In this unit there is also a focus on cooperative learning, utilising small and large group discussions, and peer teaching and learning. This supports the understanding of tasks, broadening of general knowledge, interpersonal interaction, and the development of communication skills.
This unit is delivered face-to-face on campus in 3-hour workshops. The workshop format is designed to allow students to explore content and language, and subsequently engage with content and apply skills in a classroom setting. It is aimed at maximising the students’ opportunities for interaction and communication with the teacher and with their peers and provides practice and feedback on impromptu language use. Face-to-face mode is supported by online resources and activities available on the Learning Management System.