Course Title: Investigate future options for further training, work or community activities

Part B: Course Detail

Teaching Period: Term2 2016

Course Code: GEDU6083

Course Title: Investigate future options for further training, work or community activities

School: 365T Global, Urban and Social Studies

Campus: City Campus

Program: C1075 - Certificate I in Transition Education

Course Contact: Renee Costa

Course Contact Phone: 9925 0886

Course Contact Email: renee.costa@rmit.edu.au


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

None

Course Description

In this unit you will develop the skills and knowledge required to explore suitable options for training, work or community activities that you may want to pursue in the future.

This unit contains employability skills. 

 


National Codes, Titles, Elements and Performance Criteria

National Element Code & Title:

VU21779 Investigate future options for further training, work or community activities

Element:

1.Identify one or more options

Performance Criteria:

1.1 Investigate a range of possible options for future involvement 1.2 Identify factors which may impact on choice of options 1.3 Identify any specific requirements related to the options 1.4 Collect information about the options

Element:

2. Develop an action plan for the preferred option

Performance Criteria:

2.1 Select preferred option 2.2 Develop an action plan to explore the selected option with support 2.3 Discuss action plan with support person 2.4 Document action plan 2.5 Review action plan

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

 

In this course you will explore realistic options for future involvement in further training, work or community activities. Possible options for the you may include: paid employment, further training, voluntary work or recreational/leisure activities.


The purpose of this course is to provide opportunities for you to move into an adult environment and identify realistic options for them to pursue, as well as develop a resume and portfolio to support their goals.


Teaching Schedule

 

 

16

 

6/7

 

 

 

 

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

Discuss ILPs

  • Students work in small groups
  • Show and discuss each ILP
  • Talk about 1 option or action the student wants to focus on
  • Group members give each other feedback and ideas about how to achieve the goals.

 

The Dream House – episode 1 - The Dream House (Review)– intro to the housemates, families and workers, the big move

Episode 2 : settling in, family, living with new people 

 

 

 

Student’s learning plans

 

Assessment Task outline including the required features for the ILP

 

 

VU21776

1.1,

 

2.1, 2.3,

 

3.1, 3.2,

 

4.1, 4.2,

.2, 1.2, things, different,  enjoy, makes you happyn t most suitable  and particiapte unity activities  , sign up or joining pr

 

VU21779

 

1.1, 1.2, 1.3, 1.4

 

2.1, 2.2, 2.3, 2.4, 2.5

 

 

17

 

13/7

 

 

 

Review and discuss semester 1 topics and activities

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

 

 

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.

 

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

 

 

Student’s ILPs

 

VU21776

 

1.1,

 

2.1,

 

3.1, 3.2, 3.3,

 

4.1, 4.2, 4.3, 4.4

 

 

VU21779

 

1.1, 1.2, 1.3, 1.4

 

2.1, 2.2, 2.3, 2.4, 2.5

 

 

18

 

20/7

 

 

 

Focus on identifying options and activities

 

Activity – students work in groups loosely linked by types of goals and activities in the ILP,

discuss how they are progressing, what results they have as an example of or evidence of that goal. e.g.:

  • goal to be more independent at home,
  • agreement to pay a utility bill,
  • do the family shopping,
  • talking about actions to take to begin/continue/complete

 

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

 

 

Student ILPs

 

VU21776

 

1.2, 1.3, 1.4,

 

2.2,

 

3.1, 3.2, 3.3,

 

4.1, 4.2, 4.4

 

 

VU21779

1.2, 1.2, 1.3, 1.4

 

2.1, 2.2, 2.3, 2.4, 2.5

 

 

19

 

27/7

 

 

 

ILP goal/future option observation

  • build on sessions 11 & 12 in semester 1
  • select 1 of your goals/steps and identify a strategy, way to observe someone else in that role e.g. if your goal is to work in hospitality, where could you observe or find out about that job?

 

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)

 

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

 

Student’s ILPs

 

Format for planning “research” option

 

 

VU21776

 

 

3.2, 3.3,

 

4.1,

 

 

VU21779

1.1, 1.2, 1.3, 1.4

 

2.1, 2.2, 2.3, 2.4, 2.5

 

 

 

20

 

3/8

 

 

 

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

 

Individuals with a disability and/or other disadvantage or personal challenge which has been overcome

  • how they overcame challenges, planning to move on, supports, strategies, actions,
  • setbacks and solutions, who is responsible?

The Dream House  - episode 6: decisions about the future, who stays, who decides to move on. Maintaining friendships

 

Guest speakers to be confirmed.

 

VU21776

 

3.1, 3.2, 3.3,

 

4.1, 4.2, 4.3, 4.4

 

 

 

VU21779

 

 

21

 

10/8

 

 

 

Assessment Task 1 VU21779

In-class

  • 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

 

It is anticipated that students will undertake the observation phase (Assessment Task 2 VU21779) during the time between sessions 23 – 24) 

 

 

Students’ learning plans, in room PC.

 

Checklist for students to complete

 

VU21776

 

3.2, 3.3,

 

4.1, 4.2,

 

 

 

VU21779

1.1, 1.2, 1.3, 1.4

 

2.1, 2.2, 2.3, 2.4, 2.5

 

 

22

 

17/8

 

 

 

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.

 

 

Plan for observation etc.

 

VU21776

 

3.1, 3.2, 3.3,

 

4.1, 4.2,

 

 

VU21779

1.1, 1.2,

 

2.1, 2.2,

 

 

23

 

24/8

 

 

 

Movie – “Looking for Alibrandi”

  • Identity and culture
  • times of change and transition
  • moving into adulthood – conflict with parents and family
  • decision making and choices
  • loyalties and friendships, relationships
  • trust, risk and challenges.

 

Watch movie and lead discussions about the themes and students’ responses

 

 

Plan for observation etc.

 

Student checklist

 

VU21776

 

1.1, 1.2, 1.3, 1.4,

 

2.2,

 

4.1, 4.2, 4.3, 4.4

 

 

VU21779

 

1.1, 1.2,

 

2.1, 2.2, 2.3, 2.4, 2.5

 

 

Mid semester break 29/8/16 – 1/9/16

 

 

24

 

7/9

 

 

 

Assessment Task 2 VU21779

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

 

Reflections may include:

  • Adjusting goals, more or less steps
  • Success of getting information or not
  • This goal not for me after all…
  • This goal definitely for me…

 

 

 

VU21776

 

3.2, 3.3,

 

4.1, 4.2, 4.3, 4.4

 

 

VU21779

 

1.1, 1.2, 1.3, 1.4

 

2.1, 2.2, 2.3, 2.4, 2.5

 

25

14/9

 

 

 

 

 

Transition to 2017 – what’s next?

Class discussion

  • Students will be finishing the CTE in November
  • With two months to go – students encouraged to begin planning for 2017
  • Initial ideas and thoughts
  • How do students feel about this next transition?
  • Think about whole life – only transitioning from one aspect – study at RMIT.
  • Feed through students ideas, preferences, any liaison needed with family to staff doing 1-1 meetings on Thursdays

 

White board and in class PC

 

Current student resumes or CV if done

 

 

VU21776

 

4.1, 4.2, 4.3, 4.4

 

VU21779

1.1, 1.2, 1.3, 1.4

 

2.3,

 

 

 

26

 

21/9

 

 

 

Transition to 2017 – what’s next?

 

Students identify and discuss next options

  • Paid work
  • Volunteer work
  • Community involvements e.g. sport, recreation and leisure, creative or performance arts,
  • Study – formal/informal
  • Current student resumes or CV if done

 

Managing family and personal responsibilities

  • Developing an adult life.

 

Students select one or more options and begin to organise second opportunity to be undertaken in session 28, 5/10

 

White board and in class PC

 

Current student resumes or CV if done

 

 

VU21776

 

3.1, 3.2, 3.3,

 

VU21779

1.1, 1.2,  

 

2.1, 2.2,

 

 

27

 

28/9

 

 

 

‘Transition to 2017 – what’s next?

Visits to local community groups and options

  • Students continue and confirm arrangements for visits to  local community groups and events e.g.
  • Amateur theatre groups
  • Local sports/recreation groups and facilities
  • Volunteer groups e.g. Red Cross stores, Oxfam, Australian Conservation Foundation
  • Further training and education inc RMIT university and other facilities local to the students’ homes

Students work together to develop checklist of questions, information, materials to collect

 

 

Checklist format – whole class activity, students develop points and print out  

 

In room internet or contact details

 

VU21776

1.3,

 

2.2,

 

3.1, 3.2, 3.3,

 

 

VU21779

1.1, 1.2, 1.3, 1.4

 

2.1, 2.2, 2.3, 2.4,

 

 

28

 

5/10

 

Meetings, appointments, observations or participation

  • Some may be supported by teacher in small groups
  • Students may have organised as individual activities off campus in own time
  • Students may nominate to do one or both but will notify teacher.

 

Dependent on arrangements these may be scheduled across the weeks. 

 

 

Checklist - students to complete

 

VU21776

 

2.2

 

3.3,

 

 

VU21779

1.1, 1.4

 

 

29

 

12/10

 

 

 

Feedback from meetings, appointments, observations or participation

  • Working as group discuss results, next steps
  • Use checklist format and strategies from VU21776/VU21779 to plan next stages.
  • Check any actions for 2017 options e.g. applications, eligibility, fees etc.
  • Feed through to staff doing 1-1 meetings on Thursdays

 

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

  • Students to organise times, prepare questions and documents as appropriate

 

RMIT Job Shop site and office,

 

ILPs for review

 

 

 

VU21776

 

3.3

 

4.1, 4.2, 4.3, 4.4

 

 

 

VU21779

1.1, 1.3

 

2.1, 2.2, 2.3, 2.4, 2.5

 

 

30

 

19/10

 

 

 

Keeping in contact with fellow students in 2017

  • Talk about moving on to different options and daily routines
  • How to keep in contact, maintaining relationships and activities as part of personal and learning goals
  • Planning for any gap between finishing CTE and next options e.g. before next course starts, before getting a job, summer holidays
  • Students might plan catch ups, look up websites with information about options – share with the group.

 

 

 

In room internet to research options

 

 

 

VU21776

 

4.1, 4.2, 4.3, 4.4

 

 

VU21779

1.1, 1.2, 1.3, 1.4

 

2.1, 2.2, 2.3,

 

 

31

 

26/10

 

 

Transition to 2017 – what’s next?

  • Reviewing ideas and arrangements for 2017
  • Write  up for inclusion in ILP as a part of VU21776 Assessment Task 2 – review and update of the ILP
  • Students working on individually with teacher support

 

 

 

ILPs, rough notes and information

VU21776

1.1, 1.2, 1.3, 1.4,

 

4.1, 4.2, 4.3, 4.4

 

 

VU21779

1.1, 1.2, 1.3, 1.4

 

2.1, 2.2, 2.3, 2.4, 2.5

 

 

32

 

26/10

 

 

 

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.

 

  • Review progress towards goals
  • Identify and discuss factors which helped
  • Add, adjust goals as decided by the student
  • Include “What’s next?” transition goals from sessions 25-27, 31
  • Student and support persons inc teacher write and sign statement summarising the progress and future focus

 

In-class activities for students whilst 1-1 interviews occurring: to be developed

 

 

 

ILPs, units sign off pages

 

VU21776

 

4.1, 4.2, 4.3, 4.4

 

VU21779

 

2.1, 2.2, 2.3, 2.4, 2.5

 

 

 

 

33

 

2/11

 

 

 

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.

 

  • Review progress towards goals
  • Identify and discuss factors which helped
  • Add, adjust goals as decided by the student
  • Include “What’s next?” transition goals from sessions 25-27, 31
  • Student and support persons inc teacher write and sign statement summarising the progress and future focus

 

In-class activities for students whilst 1-1 interviews occurring: to be developed

 

 

ILPs, units sign off pages

 

VU21776

 

4.1, 4.2, 4.3, 4.4

 

VU21779

 

2.1, 2.2, 2.3, 2.4, 2.5

 

 

34

 

9/11

 

 

 

 

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.

 

  • Review progress towards goals
  • Identify and discuss factors which helped
  • Add, adjust goals as decided by the student
  • Include “What’s next?” transition goals from sessions 25-27, 31
  • Student and support persons inc teacher write and sign statement summarising the progress and future focus

 

In-class activities for students whilst 1-1 interviews occurring: to be developed

 

 

ILPs, Units sign off pages

 

VU21776

 

4.1, 4.2, 4.3, 4.4

 

VU21779

 

2.1, 2.2, 2.3, 2.4, 2.5

 

 

35

 

16/11

 

 

Final sessions – review of program

 & student achievements

 


Learning Resources

Prescribed Texts


References


Other Resources

Resources are provided in workshops and on line.


Overview of Assessment

Research project - – identifying and exploring options and activities you can be involved in.

Action Plan – making an action plan to try out an option and activity


Assessment Tasks

 

Assessment Task 2

Interviews: reviewing and updating your Individual Learning Plan

Due Date

26/10/16 or 2/11/16 or 9/11/16

Teacher

Mary Collins

 


Assessment Matrix

This program is delivered in accordance with competency-based assessment. Grades include -

CA: Competency Achieved

NYC: Not Yet Competent

DNS: Did Not Submit for assessment

Other Information

 

Assessment Tasks Submission Cover Sheet
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 the plagiarism implications.

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

Feedback
You will receive verbal and written feedback by teacher on your work. This feedback also includes suggestions on how you can proceed to the next stage of developing your competency. Information regarding student feedback can be found at: http://www.rmit.edu.au/browse;ID=9pp3ic9obks7

Student Progress
Monitoring academic progress is an important enabling and proactive strategy to assist you to achieve your learning potential. The Student progress policy can be found at:
http://www.rmit.edu.au/browse;ID=vj2g89cve4uj1

Special consideration Policy (Late Submission)
All assessment tasks are required to be completed to a satisfactory level. If you are unable to complete any piece of assessment by the due date, you will need to apply for an extension. Information regarding application for special consideration can be found at: http://www.rmit.edu.au/browse;ID=g43abm17hc9w

Academic Integrity and Plagiarism
RMIT University has a strict policy on plagiarism and academic integrity. For more information on this policy go to Academic Integrity Web site: http://www.rmit.edu.au/browse;ID=kw02ylsd8z3n

 

Course Overview: Access Course Overview