Course Title: Enhance self development

Part B: Course Detail

Teaching Period: Term2 2016

Course Code: SOSK5798

Course Title: Enhance self development

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: 9925 0886

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 develop the skills and knowledge required to develop strategies to enhance your own self-development to participate effectively in the community.

This unit contains employability skills.



National Codes, Titles, Elements and Performance Criteria

National Element Code & Title:

VU21777 Enhance self development


1.Develop and implement strategies to support self confidence

Performance Criteria:


Identify areas in which self confidence can be improved


Identify how self confidencecan affect achievement of   personal goals


Identify strategies to increase self confidence


Identify possible barriersto the development of self confidence


Implement strategies to overcome barriers to increase self confidence


2. Develop strategies to support independent living skills

Performance Criteria:


Identify areas of personal responsibility


Identify goals for independent living with support person


Identify barriers to achieving personal independence


Identify ways of dealing with barriers to independence


Develop own support networks with support


3. Investigate accommodation options

Performance Criteria:


Investigate accommodation options in the local area


Identify factors impacting on selection of accommodation


Investigate costs associated with  accommodation option


4. Develop strategies to support respectful relationships

Performance Criteria:


Identify rights and responsibilities involved in safe personal relationships


Identify  aspects of respectful and disrespectful relationships and behaviours


Identify strategies to create safe respectful relationships


Identify strategies to act on disrespectful or unsafe relationships and behaviours

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
  • practical demonstrations
  • activities or projects
  • peer learning
  • guest presentation
  • peer teaching and class presentations
  • group discussion
  • research
  • independent project based work
  • group activities
  • visits to places of interest and events


Teaching Schedule


Teaching Schedule  


While your teacher will cover all the material in this schedule, the order is subject to change depending on class needs and availability of speakers and resources.






Performance criteria

Assessment activity

Week 1



Introduction to students, teachers and units. Discussion on self- confidence, change, new challenges when entering a new class/group. Development of class rules and behaviour

Paper, Pens, YouTube



Week 2


Improving self- confidence, talking to others (introducing self)

A ‘getting to know you’ activity. Discussion on new social situations and how to improve areas of self-confidence




Week 3


Improving self-confidence

Strategies to improve self confidence. A worksheet to be completed on students skills and areas for improvement




Week 4


What is a goal?

A discussion on personal goals, short , medium and long term. Why are goals important and what are their study goals?




Week 5



SMART- template for setting goals. Consideration of what can go wrong when setting goals and how to trouble-shoot




Week 6



Goals and self-confidence

How does setting goals impact on our self-confidence? Looking at self- appraisal as well as peer appraisal with YouTube examples




Week 7


Identifying strengths and weaknesses

Discussion on ways to improve self-confidence. Explore student’s strengths, weaknesses and barriers and how to overcome barriers for goal achievement.

What am I good at?



Week 8


Feelings and emotions

How feelings impact on our self-confidence. A completion of a worksheet to identify feelings and strategies for managing feelings and emotions when they are negative.




Week 9


Assessment activity

Students work on Assessment task 1 – written activity( can be done as oral)



Assessment task 1:

Week 10


Assessment activity

Goal setting as a visual activity –‘Treasure mapping’ the goals you want to achieve by creating a physical representation

Magazines, A3 paper, scissors/glue


Assessment task 2 -Project

Week 11


Assessment activity

Students work on assessment activity 2




Week 12


Assessment activity

Students work on assessment activity 2




Week 13


Personal responsibility

Considerating what ‘personal responsibilities’ students have as family members, friends, community members etc




Week 14


Independent living

Introduction to the idea of ‘independent living’ and its components. Eg managing money, finding accomodation, health management etc. Discussing the barriers that may be faced in achieving independent living




Week 15


Barriers and solutions

Ways to problem solve these barriers. Group activity to research these ideas


Learning Resources

Prescribed Texts


Other Resources

Resources are provided in the classroom and online.

Overview of Assessment




Assessment Type

Assessment Task 1

Written Activity

Assessment Task 2

Project (treasure mapping)





If you have a long term medical condition and/or disability it may be possible to negotiate to vary aspects of the learning or assessment methods. You can contact the program coordinator if you would like to find out more.

A student charter summarises your responsibilities as an RMIT student as well as those of your teachers.

Your course assessment conforms to RMIT assessment principles, regulations, policies, procedures and instructions which are available for review online:;ID=c15i3ciaq8ca


Assessment Tasks



Assessment Type

Assessment Task 1

Written Activity on your study goals, identifying your strengths and the strategies you have developed to deal with your barriers

Assessment Task 2

Project (treasure mapping) to represent your personal goals for and your goals for independent living


Assessment Matrix



Assessment Type

Assessment Task 1

Written Activity on your study goals, identifying your strengths and the strategies you have developed to deal with your barriers

Assessment Task 2

Project (treasure mapping) to represent your personal goals for and your goals for independent living


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 SubmissionsYou 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.

AttendanceIt 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:


Course Overview: Access Course Overview