Course Title: Develop and document a learning plan with support

Part B: Course Detail

Teaching Period: Term2 2016

Course Code: GEDU6081

Course Title: Develop and document a learning plan with support

School: 365T Global, Urban and Social Studies

Campus: City Campus

Program: C1075 - Certificate I in Transition Education

Course Contact: Renee Costa

Course Contact Phone:

Course Contact Email: 99250886

Name and Contact Details of All Other Relevant Staff

Nominal Hours: 150

Regardless of the mode of delivery, represent a guide to the relative teaching time and student effort required to successfully achieve a particular competency/module. This may include not only scheduled classes or workplace visits but also the amount of effort required to undertake, evaluate and complete all assessment requirements, including any non-classroom activities.

Pre-requisites and Co-requisites


Course Description

In this unit you will acquire the skills and knowledge to develop and document a learning plan and to identify and monitor personal and learning goals with support.

This unit contains employability skills.




. Learners at this level will require high levels of teacher/mentor support 

National Codes, Titles, Elements and Performance Criteria

National Element Code & Title:

VU21776 Develop and document a learning plan with support


1. Identify learning goals

Performance Criteria:


Communicate learning goals with guidance from an appropriate support person


Identify factors which may impact on learning goals


Identify ways to achieve learning goals


Identify responsibilities as a learner


2. Develop an Individual Learning Plan

Performance Criteria:


Identify the purpose of the Individual Learning Plan


Apply the processes for developing an Individual Learning Plan with guidance from an appropriate support person


Document an Individual Learning Plan


3. Identify a range of services and facilities

Performance Criteria:


Identify  a range of services and facilities to support the learning plan


Select and locate the services and facilities to support the learning plan


Access supporting resources and facilities to support the learning plan


4. Monitor and update the Individual Learning Plan

Performance Criteria:


Review progress towards  goals and objectives 


Identify  factors which contribute to success in meeting goals

Learning Outcomes

On successful completion of this course you will have developed and applied the skills and knowledge required to demonstrate competency in the above elements.


Details of Learning Activities


Examples of learning activities:

  • class exercises to review discussions/
  • analysis/critique of relevant reading material
  • workshops
  • projects
  • group projects
  • peer learning
  • guest speaker presentation
  • peer teaching and class presentations
  • group discussion
  • research
  • ‘workshopping’ of student projects including peer/lecturer feedback
  • excursions
  • practical placement
  • simulated workplaces

Teaching Schedule


Week 1  Introductions

Responsibilities of the learner

  • from the unit outlines
  • from previous experience of school or other setting e.g. recreation, work

 Week 2 Review session 1 introduction to the unit:

Think about yourself: What would you like to learn Do you have some goals?

Week 3 Student activity - Who am I?

  • Students consider the roles they have in their lives (son, daughter, student,friend)
  • Students think about their strengths and attributes as they see themselves,as others see them
  • How they contribute to their family, friends and local community
  • How about the world of work – part time or fulltime, work experience, voluntary, write on format. 

Further discussion and work on goals, learning plans and linking with results

Mid Semester break 25/3/16 – 1/4/16

Week 5  Review, remind and discus

Nominate groups that individual or groups of students would like to visit or observe and make appointments for visits


Week 6 Designing a “plan” format:

Preliminary discussions as whole group, students work in pairs or small groups to develop ideas.


Week 7 Review: Term 1

1-1  teacher/student discussion: your plan what do you think it might include.


Week 8 Designing a plan format – on line

DVD - “Beyond Expectations”, NSW TAFE production on People with disabiliti es in the workforce.

1-1  teacher/student discussion (cont):

Discussions:  job or employment goals


Week 9  Design session

Students continue converting their written/drawn plan into a document on the computer ie: word document or poster.

1-1 teacher/student discussion (cont):

Your plan what do you think it might include. Areas of life you have a goal or plan for

Record interview results. 


Week 10 Your Plan - areas of life you have a goal or plan for

 DVD:ABC documentary, The Dream House, 2014.


Week 11 From the Individual Learning Plan:

Investigating the goal areas –what do you need to find out.

ABC documentary, The Dream House, 2014.

The Dream House - episode 2: settling in, family, living with new people

  • Work – type of work, where could you get that job
  • Training – what for, where could you get that training, do a course
  • Community work – what sort of community involvement could you find?
  • Leisure and recreation
  • Accommodation / living
  • Travel, holidays
  • Joining a club, group

Where/how could you observe someone doing that…?.


Week 12The Dream House - episode 3: responsibilities at home, social life, work, sport and recreation

Student observations: Continued from week 11


Week 13The Dream House - episode 4: relationships, friendships, social skills,

Options to build a “whole life”- group discussion Continued from week 12


Week 14 The Dream House - episode 5: beginning to think about the future – after the trial 

Preparation for Assessment Task 1 : Individual Learning Plan (ILP)


 Week 15The Dream House - episode 6: responsibilities,

Assessment Task 1 VU21776: Individual Learning Plan (ILP) Session in PC Lab


 Mid year break 20/6 – 1/7/16


Week 16 Review - Assessment Task 1 VU21776: Individual Learning Plan (ILP)

Discuss ILPs


Week 17  Review and discuss semester 1 topics and activities

  • Progress towards the ILP
  • New thinking about goals evident in student

Semester 2 overview and discussion

  • Using the ILP to guide work in semester 2
  • Focus on identifying options and activities
  • Planning for research and observation.


Week 18 Focus on identifying options and activities


Week 19 ILP goal/future option observation

  • build on sessions 11 & 12 in semester 1

Plan to learn more about that goal

  • what is appropriate for that goal
  • work experience (active)
  • interviewing a participant
  • watching a person doing that role

Chose the method and plan to set that up.

Students to plan for that activity (preparation for Assessment Task 1 (VU21779)


Week 20  Personal stories –

 visits to guest speaker or guest speaker to campus (to be organised and confirmed)


Week 21 Assessment Task 1 VU21779


  • Investigating an adult/future option drawn from ILP action sections
  • Planning to observe, participate or complete research into the option
  • Prepare checklist for students to complete
  • When will it occur?
  • Identify evidence that will be taken e.g. photo, certificate, interview notes, reference…
  • Identify the application or contact process
  • Presenting the plan


Week 22 Assessment Task 2 VU21779: to be undertaken out of class

Check with students on arrangements for Assessment Task 2 VU21779

  • Progress on arrangements
  • Support as needed,
  • Undertaking the plan
  • Preparing evidence for presentation and discussion.


Week 23 Movie – “Looking for Alibrandi”

Week 24 Assessment Task 2 VU21779

  • Students submit evidence
  • Report back to teacher
  • Reflections from each student on particular aspects to the group


Week 25 14/ Transition to 2017 – what’s next?

  • Class discussion

Week 26  & 27 Transition to 2017 – what’s 

Visits to local community groups and options


Week 27 Meetings, appointments, observations or participation

Checklist - students to complete


Week 28 and 29 Feedback from meetings, appointments, observations or participation

  • Working as group discuss results, next steps

Appointments at RMIT Job Shop for students interested in part time or full time work post study.

RMIT Job Shop site and office,

ILPs for review


Week 30  Keeping in contact with fellow students in 2017

In room with internet to research options


Week 31 Transition to 2017 – what’s next?

  • Reviewing ideas and arrangements for 2017

Week 32 26/10 VU21776 Assessment Task 2

  • Review of ILPs - individual student interviews
  • 30 minutes per student (5 students per week)
  • ILPs, units sign off pages

 ILPs, notes and information


Week 33  VU21776 Assessment Task 2

Review of ILPs - individual student interviews

30 minutes per student (5 students per week)

Students will bring ILPs for review and additions or adjustments in light of their progress and activities over 2016.


ILPs, units sign off pages


Week 34  VU21776 Assessment Task 2

Review of ILPs - individual student interviews

Students will bring ILPs for review and additions or adjustments in light of their progress and activities over 2016.

ILPs, Units sign off pages


Week 35 Final session – review of program & student achievements


Learning Resources

Prescribed Texts


Other Resources

Resources will be provided in workshops, through excursions and on line

Overview of Assessment


To demonstrate competency in this course you will need to complete all of the following pieces of assessment to a satisfactory standard. You will receive written feedback on all assessment (refer to MyRMIT for assessment criteria).

 Task 1: Project – developing your Individual Learning Plan 

Task 2: Interviews: reviewing and updating your Individual Learning Plan


Assessment Tasks


 Task 1: Project – developing your Individual Learning Plan 

Include your plans and actions for engaging in education, employment, community and recreation activities, housing, income etc.  Prepare the plan and present a visual representation of your plan.  

Task 2: Interviews: reviewing and updating your Individual Learning Plan

One to one interviews with your teacher will provide the opportunity to review and update your plans

Assessment Matrix


Students will be given an assessment marking guide for reference at the time that the assessment tasks are distributed.

Other Information


Other information

 Please refer to the RMIT student page for extensive information about study support, assessment, extensions, appeals and a range of other matters:

Cover Sheet for Submissions

You must complete a submission cover sheet for every piece of submitted work, including online submissions. This signed sheet acknowledges that you are aware of implications of plagiarism.


It is strongly advised that you attend all sessions in order to engage in the required learning activities, ensuring the maximum opportunity to gain the competency.

Applying for an Extension

Extension of time for assessment tasks may be granted where circumstances beyond your control prevent submission by the published due date. Speak with your teacher or course coordinator regarding applying for an extension.

Applying for Special Consideration

If you are seeking an extension of more than seven calendar days (from the original due date) you must lodge an Application for Special Consideration form, preferably prior to, but no later than two working days after the official due date. Late applications will only be accepted in exceptional circumstances. For information about Special Consideration and how to apply, see:

Academic Integrity

Academic integrity means honesty and responsibility in scholarship through respecting the work of others whilst having the freedom to build new insights, new knowledge and ideas. RMIT University upholds the values of academic integrity as fundamental to the scholarship undertaken by all members of its community. Whenever you refer to another person’s research or ideas (either by directly quoting or paraphrasing them) you must acknowledge your source.

If you are even in doubt about how to properly cite a reference, consult your lecturer or the academic integrity website:

The RMIT library provides tools to assist with your referencing

Plagiarism and Collusion

Plagiarism and collusion constitute extremely serious academic misconduct, and are forms of cheating. You are reminded that cheating, whether by fabrication, falsification of data, or plagiarism, is an offence subject to University disciplinary procedures. Plagiarism is the presentation of the work, idea or creation of another person as though it is your own. It is a form of cheating and is a very serious academic offence that may lead to expulsion from the University. Plagiarised material can be drawn from, and presented in, written, graphic and visual form, including electronic data, and oral presentations. Plagiarism occurs when the origin of the material used is not appropriately cited. Plagiarism is not acceptable.

Examples of plagiarism include:

  • Copying sentences or paragraphs word-for-word from one or more sources, whether published or unpublished, which could include but is not limited to books, journals, reports, theses, websites, conference papers, course notes, etc. without proper citation;
  • Closely paraphrasing sentences, paragraphs, ideas or themes without proper citation;
  • Piecing together text from one or more sources and adding only linking sentences;
  • Copying or submitting whole or parts of computer files without acknowledging their source;
  • Copying designs or works of art and submitting them as your original work;
  • Copying a whole or any part of another student's work; and
  • Submitting work as your own that someone else has done for you.
  • Enabling Plagiarism: the act of assisting or allowing another person to plagiarise or to copy your own work is also an offence.

For further information, please see the RMIT Plagiarism Policy –;ID=sg4yfqzod48g1 (unresolved) – and the RMIT Student Conduct Regulations –;ID=r7a7an6qug93

Plagiarism Software

The originality verification software Turnitin may be used in this course. For details, see:

Complaints Procedure:

RMIT University is committed to providing a harmonious study and work environment for all students and staff. The University recognises your right to raise concerns about academic, administrative or support services without recrimination and has policies and procedures to assist in the resolution of complaints

Most issues are resolved at the local level and you are encouraged to take steps to resolve your issue locally. The student complaint procedure details steps to take if your problem is not resolved or you believe the response you received is unreasonable.

Student Complaints Policy:

Student complaints Procedure:;ID=i1lexipvjt22

Student Complaints Form:

Police Checks

Students must obtain their own police check by the due date and pay the associated costs. Students who do not obtain a required police clearance by the due date shall not be able to undertake a practical placement or work experience activity that requires a Police Check.

The University shall not be obligated to organise a placement for a student who does not wish to obtain a Police Check.

Where required by the workplace, students shall provide a copy of their police check on request.

If a student is rejected by a workplace on the basis of a Police Check, the following actions shall occur, as appropriate:

- advise the student of the outcome; and

- discuss placement options with the student; and/or

- provide program and career counselling.

RMIT will not store Police Checks on student files.

Early Termination of Placement

Under section 6 of the WIL Procedure, a placement may be ended early by the host organisation or School due to the student’s conduct and/or performance during the placement.

Posssible reasons for such decisions may include, but are not limited to-

  • failure to follow processes required for safety
  • breach of client or patient confidentiality
  • failure to comply with the instructions of supervisors
  • or other unprofessional behaviour

Where a placement ends early, a meeting will be convened to discuss the sequence of events that led to the termination. This meeting will precede any consideration of a student’s progress by the Progress Panel (if applicable) or Program Assessment Board.

Course Overview: Access Course Overview