Course Title: Develop and document a learning plan and portfolio
Part B: Course Detail
Teaching Period: Term2 2013
Course Code: GEDU5936
Course Title: Develop and document a learning plan and portfolio
School: 360T Education
Campus: City Campus
Program: C3233 - Certificate III in ESL (Further Study)
Course Contact: Baia Tsakouridou & Bloss Robertson
Course Contact Phone: +61 3 9925 4488
Course Contact Email: baia.tsakouridou@rmit.edu.au & bloss.robertson@rmit.edu.au
Name and Contact Details of All Other Relevant Staff
Angela Borrelli angela.borrelli@rmit.edu.au
Karen Gao karen.goa@rmit.edu.au
Jane Saunders jane.saunders@rmit.edu.au
Marcelle Damicoucas marcelle.damicoucas@rmit.edu.au
Nominal Hours: 20
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
This unit requires participants to use reading and writing skills in English in a wide range of formal and informal situations. The situations in which these skills are applied will be mainly related to vocational or study-related fields.
Course Description
This unit of competency develops the skills and knowledge to identify and document current skills and plan future skill development to achieve individual objectives. In this unit students will also develop and maintain a portfolio of completed work samples and pathways directions.
National Codes, Titles, Elements and Performance Criteria
National Element Code & Title: |
VBQU130 Develop and document a learning plan and portfolio |
Element: |
1Clarify learning goals |
Performance Criteria: |
1.1 Learning goals are identified and prioritised |
Element: |
2 Clarify factors impacting on own learning |
Performance Criteria: |
2.1 Previous experiences in relation to achieving identified goals are discussed |
Element: |
3 Document an individual learning plan |
Performance Criteria: |
3.1 The purpose of an individual is clarified learning plan. |
Element: |
4 Prepare portfolio of completed work samples |
Performance Criteria: |
4.1 Purposes of the portfolio are discussed |
Element: |
5 Monitor and update the individual learning plan |
Performance Criteria: |
5.1 Progress towards endofcourse goals and objectives is identified |
Learning Outcomes
The outcomes described in this unit relate to Employability skills:
Communication, Team Work, Problem Solving, Initiative and Enterprise, Planning and Organising, Self-management.
Performance will reflect the ACSF indicators of Reading and Writing competence at Level 3 of the Australian Core Skills Framework (ACSF) http://www.deewr.gov.au/SKILLS/PROGRAMS/LITANDNUM/ACSF/Pages/default.aspx
Details of Learning Activities
This unit is part of Certificate III in ESL (Further Study) which is an integrated program. This means that you will study this unit with several other units on the same day. Your program consists of Face to Face teaching and Directed Study. Your program will have a minimum of 8 hours Directed Study per week. You are not required to attend to complete Directed Study, however you are expected to complete all work given and will at times be required to show evidence that the work has been completed in this unit. This is a very important part of your program and we ask that you do 4-5 hours on your non attendance day and at least 1 hour each evening to cover all the units in the program. An outline of your Directed Study is published each week in the Weekly Program Delivery Plan.
This unit in part covers the speaking and listening macro skills addressed in the certificate.
SPEAKING
You will:
• take part in formal and informal discussions
This unit covers in part the reading and writing macro skills addressed in the whole certificate.
WRITING
In this unit students you will prepare a portfolio of all the assessment tasks and review their language learning journey. You will be required do write a reflective written text based on all learning activites.
Teaching Schedule
Program Dates: Mon 22 July – Fri 6 December, 2013
Term Break: Mon 23 September – Sun 6 October 2012
Public holidays: Tue 5 November (Melbourne Cup Day)
Teaching schedule
| WEEK | VBQU130 Develop and Document a Learning Plan |
|
1 22 July |
Orientation/Admin Welcome lunch Diagnostic Test |
|
2 29 July |
Learning Plan |
|
3 5 August |
Learning Plan |
|
4 12 August |
|
|
5 19 August |
Learning Plan |
|
6 26 August |
Learning Plan |
|
7 2 September |
Learning Plan |
|
8 9 September |
Colletion of Folio |
|
9 16 September |
Mid-Semester Interviews |
|
10 23 September |
Learning Plan |
|
11 10 October |
Learning Plan |
|
12 17 October |
Learning Plan |
|
13 24 October |
Learning Plan |
|
14 7 November |
Learning Plan |
|
15 14 November |
Learning Plan |
|
16 21 November |
Learning Plan |
|
17 28 November |
|
|
18 6 December |
Volunteer and resume workshop |
**The teaching schedule maybe subject to change. Students will be advised via Blackboard and in class should changes occur.
Learning Resources
Prescribed Texts
References
Other Resources
TEXTS AND EQUIPMENT
There are no set texts in this course, but it is recommended that you bring:
• English-English dictionary (we ask that you do not use a translation dictionary)
• Thesaurus
• Display folder with plastic sleeves
• Highlighter pens
• Notebook or loose leaf paper
• Headphones (use your own or they can be purchased from the Carlton Library very cheaply)
• USB (Memory stick)
Overview of Assessment
This course is part of a full-time integrated program. You must demonstrate an understanding of all elements of the competencies in order to be deemed competent. Assessment methods have been designed to measure achievement of each competency in a flexible manner over a range of assessment tasks. You may be assessed by notetaking, summaries,essays, letters and research reports.
Feedback:
Feedback, oral and written, will be provided throughout the semester, through individual and group feedback on practical exercises and by individual consultation.
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 or the Disability Liaison Unit if you would like to find out more.
An assessment charter (http://mams.rmit.edu.au/kh6a3ly2wi2h1.pdf) summarises your responsibilities as an RMIT student as well as those of your teachers.
Your courses assessment conforms to RMIT assessment principles, regulations, policies and procedures which are described and referenced in a single document: http://www.rmit.edu.au/browse;ID=ln1kd66y87rc
Assessment Tasks
Assessment tasks:
Summative assessments:
Assessment 5 Produce a Learning Plan and Portfolio Due: Week 8
This is an ongoing task for students to identify learning goals, weak areas in language and resources to addresses the areas. It encourages self-reflection by analysing learning styles and identifying opportunities for skills development and setting and maintaining study goals. The evidence of weekly reflection on the learning and progress should be documented. The evidence should be collected and presented in a portfolio.
Assessment Task 6 Mid-Semester Interview and Portfolio of Evidence Due:Week 9
A formal interview between teacher and student to discuss a variety of matters such as attendance, assessment tasks, further study options, progress and other issues including presentation of a portfolio of evidence.
Formative assessments: ongoing observations, summaries and review of student work
Please note:
Assessments tasks will include other courses (Units of competency) from the program.
Assessment Matrix
Assessment Matrix
Each assessment cover sheet clearly outlines the competencies being addressed in the task in relation to performance criteria. The sum of assessment tasks will cover all units and their elements over a range of occasions. You will be given opportunities to demonstrate competency in a variety of ways throughout the program. You are encouraged to discuss any problems or concerns with your teacher or student co-ordinator. An assessment matrix will be available on myRMIT
Course Overview: Access Course Overview