Course Title: Apply communication for a range of purposes

Part B: Course Detail

Teaching Period: Term2 2016

Course Code: GEDU6087

Course Title: Apply communication for a range of purposes

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:

Name and Contact Details of All Other Relevant Staff

Nominal Hours: 50

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 develop the skills and knowledge required to apply communication skills to meet every day needs in the community.

This unit contains employability skills. This unit applies to people with intellectual disabilities. Learners at this level require high levels of teacher/mentor support


National Codes, Titles, Elements and Performance Criteria

National Element Code & Title:

VU21787 Apply communication for a range of purposes


1. Communicate in a familiar context

Performance Criteria:



Identify the purpose of the communication


Use questioning to gain information and to clarify meaning


Receive and respond to information


Apply effective listening skills


Express dis/agreement with others appropriately



2. Locate information in short simple texts

Performance Criteria:


Identify short, simple texts to meet a specific need


Identify the purpose of the texts


Identify the  source of the texts


Locate specific information from texts to meet needs


Identify features of texts


3. Complete short, simple forms for personal purposes

Performance Criteria:


Identify formsrelevant to own purposes


Identify key sections of the form


Clarify purposes of sections


Enter information into correct sections of the form

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






Performance criteria


Week 1

4th July




Students are introduced to unit. 

As an introductory activity, students analyse what they have done so far that day in terms of communication.  Each student creates basic list of actions, and focuses on where communication took place.  Ask - What was the purpose of the communication? Identify – to seek information – to conduct a transaction – to discuss a problem/issue – to pass a message – to express an opinion or idea – etc.


Paper, pens




Week 2

11 July

Forms and purpose

Forms of communication and purpose for communication modes – written/oral

Activity to identify appropriate communication mode for different events/requirements



1.1, 1.2, 1.3


Week 3

18 July

Oral communication

Using questioning to – get information – clarify information/meaning

Receiving and Responding to information – q. What does this look like? Role play activity. Introduce non-verbal communication



1.1, 1.2, 1.3, 1.4, 1.5


Week 4

25 July

Non-verbal communication

Look at how we use non-verbal range when communicating orally.  Role play & Youtube activities.  Introduce effective listening skills – focus on how this looks. (non-verbal communication)



1.1, 1.2, 1.3, 1.4, 1.5


Week 5

1 August

Agreement and disagreement

Look at expressing agreement and disagreement. Discuss what was observed during Melbourne Central visit.  Look at features of agreement and disagreement (what do they each look like?).  Consider this in terms of non-verbal communication.   Work on Assessment Task 1

Review listening skills – look at cultural protocols for non-verbal communication, including Aboriginal.  Role play different scenarios to illustrate effective and non-effective communication



2.1, 2.2, 2.3, 2.4,


Week 6

8 August

Written & oral communication in public areas

Visit to Melbourne Central (or similar) – look at different forms of written communication.  Activity sheet for students to note what they find (eg. Information screens, shop signs, emergency signs, transport indicators, etc)

Also to include forms of oral communication – students to observe different communication modes and purposes [note positive and negative exchanges] and non-verbal communication



1.1, 1.2, 1.3, 1.4, 1.5, 2.1, 2.2, 2.3, 2.4, 2.5


Week 7

15 August

Assessment Task 1 – presented to class

Students present role plays to class and answer questions (Assessment Task 1)


1.1, 1.2, 1.3, 1.4, 1.5


Week 8

22 August

Written Different types of texts and where they are found communication

Identify where written communication is important – student activity (group) to identify different forms of written communication. Student worksheets (gauging level of ability re written communication)

Students look at examples of short simple texts (emails, signs, notices on campus, etc) Group discussion identifying purpose and source of texts.  Activity where students find written information to suit their prescribed need (internet activity and campus-based activity).

Activity: students work in groups to read written text.  Each group has to ask questions of the other groups to elicit information.  Texts should be such as to elicit opinion.  Agreement and non-agreement on opinions of each group need to be appropriately expressed.



1.1, 1.2, 1.3, 1.4, 1.5


Week 9

29 August

Semester break






Week 10

6 September

Forms – different types and required information (Online forms)

Look at forms – students identify in group what forms they have had contact with (share expertise). Consider the forms students will need to manage. Bank, telecommunication, online (to set up Spotify or Netflix, for example), electoral, centrelink, medicare, etc.  Look at the different parts of the form: personal details, contact details, etc.  Student activity – filling in personal detail section

Activity – filling in online forms.  Look at examples of these relevant to students.  Students fill these in during class, with support.



2.1, 2.2, 2.3, 2.4, 2.5


Week 11

13 Sept


Assessment task 2 – Written activity.  Students will use class time to complete the assessment task. (about filling in forms)



3.1, 3.2, 3.3, 3.4


Week 12

20 Sept

Newspapers (paper or online)

Reading the news for items of personal interest.  Students identify interest area and source news items to share with class.  Look at purpose of texts, and identify whether this is to inform, instruct, entertain, or persuade. Assessment task 3 – Written questions (can be done as oral activity if required)



3.1, 3.2, 3.3, 3.4


Week 13

27 Sept

Visit to Melbourne Musuem

Visit to Melbourne Museum.  Students have worksheets to find particular information.


2.1, 2.2, 2.3, 2.4, 2.5



Learning Resources

Prescribed Texts


Other Resources

Resources are provided in the workshops

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).


Assessment Task 1: Role play activity & oral questions

Assessment Task 2: Written activity [filling in form]

Assessment Task 3: Written questions (or oral activity if required)

Assessment Tasks

Assessment Task 1: Role play activity & oral questions about written communication, and non-verbal communication including expressing agreement and disagreement.

Assessment task 2 – Written activity.  Students fill in a form relevant to their circumstances e.g. apply for Spotify or Netflix, provide information to Centrelink or Medicare

Assessment task 3 – Written questions (or oral activity if required).  Students read  the newspaper for thier personal interest and respond to questions about the purpose of texts, and identify whether this is to inform, instruct, entertain, or persuade


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