Course Title: Evaluate pathway options, design a learning plan and complete a portfolio

Part B: Course Detail

Teaching Period: Term1 2014

Course Code: GEDU5983

Course Title: Evaluate pathway options, design a learning plan and complete a portfolio

School: 360T Education

Campus: City Campus

Program: C3308 - Certificate III in General Education for Adults

Course Contact: Baia. Tsakouridou

Course Contact Phone: +61 3 9925 4488

Course Contact Email: baia.tsakouridou@rmit.edu.au


Name and Contact Details of All Other Relevant Staff

Tim Morris 94.3.16 email: tim.morris@rmit.edu.au
Marcelle Damicoucas 94.3.16: marcelle.damicoucas@rmit.edu.au
Jacqueline Cheng 94.3.16 jacqueline.cheng@rmit.edu.au 
 

Nominal Hours: 60

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

The focus of the unit is to evaluate pathway options and plan skills development; design, implement and monitor a learning plan; and compile a portfolio of evidence.


National Codes, Titles, Elements and Performance Criteria

National Element Code & Title:

VU21375 Evaluate pathway options, design a learning plan and compile a portfolio

Element:

1 Assess potential pathway options

Performance Criteria:

1.1 Identify and consider a broad range of options
1.2 Identify sources of information about options
1.3 Access and note information about possible options
1.4 Evaluate options in relation to own interests, skills and knowledge
 

Element:

2 Clarify learning goals

Performance Criteria:

2.1 Identify and prioritise learning goals in relation to identified options
2.2 Evaluate current skills and knowledge against goals
2.3 Explore learning styles and identify those preferred
2.4 Discuss own personal learning context in relation to achieving identified goals
2.5 Discuss program options to support achievement of goals.
 

Element:

3 Design and implement an individual learning plan.

Performance Criteria:

3.1 Determine the purpose and features of an individual learning plan
3.2 Define the processes for developing an individual learning plan
3.3 Document the individual learning plan
 

Element:

4 Prepare portfolio of completed work samples

Performance Criteria:

4.1 Explore possible audiences and uses for the portfolio
4.2 Confirm requirements of the portfolio
4.3 Select and evaluate types of evidence
4.4 Confirm and assemble evidence for portfolio
4.5 Seek feedback on the effectiveness of the portfolio from advisors and respond accordingly
 

Element:

5 Monitor and update the individual learning plan

Performance Criteria:

5.1 Critically evaluate progress towards end-of-course goals and objectives
5.2 Identify and discuss factors which contributed to success in meeting goals
5.3 Examine barriers to success in meeting goals and strategies to manage these
5.4 Identify learning strategies which can be applied to other contexts
5.5 Evaluate individual learning plan and redraft as required.
 


Learning Outcomes


This learning outcomes in this unit applies to learners with personal, learning, employment and community participation goals. The learning plan documents an agreed program that the learner will undertake during the course to research and evaluate pathways, plan, document, and monitor progress towards achieving learning goals and objectives. The program will take into account the learner’s learning style and preferences. The learner will also develop and maintain a portfolio of evidence which documents achievement of course goals and meets formal requirements of the audience.

The required outcomes described in this unit relate directly to the Australian Core Skills Framework (ACSF).

They contribute directly to the achievement of ACSF indicators of competence at Level Five (Reading) and AQF 5.

http://www.acer.edu.au/cspa/australian-core-skills-framework

http://www.aqf.edu.au/aqf/in-detail/aqf-levels\
 


Learners needs and expectations require a focus on individual learner objectives such as:

  • improved language, literacy and numeracy skills
  • new skills and knowledge
  • specific competencies
  • target qualifications
  • new career
  • career advancement

Learner objectives may also include: 

  • information and advice on courses, learning programs, qualifications and assessment
  • individualised learning support systems


Details of Learning Activities

Learning Activities
This unit is part of Certificate III in General Education for Adults 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 covers in part the reading and writing macro skills addressed in the whole certificate.


DESIGN PORTFOLIO

You are encouraged to read a wide range of texts relevant to the study context.

You will cover: employability skills, course and career research.


Teaching Schedule

Program Dates:10/02/2014 - 20/06/2014

Term Break: Monday 21/04/2014 - Friday 25/04/2014

Public holidays: Monday 10/03/2014 (Labor Day), Friday 18/04/2014 (Good Friday), Monday 09/06/2014 (Queens Birthday)

This unit of competency is taught within an integrated program.

Teaching Schedule

Cert III CGEA Semester 1 2014.

WeekVU21375 Evaluate pathway options, design a learning plan and compile a portfolio
 Week 110/02/2014 Program Overview, timetable, Weekly Delivery Plan, Student numbers, class agreement.
RMIT admin letter, Invitation to Welcome morning tea.
Online resources- MyRMIT/ MYstudies/ Blackboard, Course guides. Starting a learning plan.
Employability skills. Group task.
SWOT analysis. Model.
SWOT analysis. Your own
Learning plan. Weekly goal organise class folder and assessment folio for Thursday
 

 Week 2

17/02/2014

 Online resources- MyRMIT/Learning Lab.

Learning plan Explore RMIT discussion of answers.
Explore RMIT complete questions on course of your choice for learning plan.

Learning plan.
Document your weekly learning goal. Use Learning Lab to help define your focus.

 Week 3

24/02/2014

 Evaluate pathway options
Learning plan. SWOT analysis
Documenting your weekly goal.
 
Why You # presentation preparation. 5 minute presentation.
Online job research, note taking and preparation notes
Directed study:
Learning plan. Weekly goal.

 Week 4

03/03/2014

 Why You # 1 oral preparation. 5 minute presentation.
Documenting your weekly goal.

 Week 5

10/03/2014

 Online resources- MyRMIT/ Careers Tool Kit
Documenting your weekly goal.

 Week 6

17/03/2014

 Online resources- MyRMIT/ Learning Lab

Documenting your weekly learning goal in your learning plan. Use Learning Lab to help define your focus.
 

 Week 7

24/03/2014

 Online resources- MyRMIT/ Learning Lab

Documenting your weekly learning goal in your learning plan. Use Learning Lab to help define your focus
 

 Week 8

31/03/2014

 Online resources- MyRMIT/ Learning Lab

Documenting your weekly learning goal in your learning plan. Use Learning Lab to help define your focus

 Week 9 & 10

07/04/2014 &

14/04/2014

 Progress Interviews.
Reviewinglearning goal in your learning plan. Use Learning Lab to help define your focus.

Pathways Presentation and activity (Mel)
Direct & VTAC applications.

 Holidays 21-25/04/2014 

 Week 11

28/04/2014

 Online resources- MyRMIT/ Learning Lab
Documenting your weekly learning goal in your learning plan. Use Learning Lab to help define your focus
Preparing Why You #2 course /career 5 minute presentation

 Week 12

05/05/2014

 Online resources- MyRMIT/ Learning Lab
Preparing Why You #2 course /career 5 minute presentation
Documenting your weekly learning goal in your learning plan. Use Learning Lab to help define your focus
 

 Week 13

12/05/2014

 Online resources- MyRMIT/ Learning Lab
Preparing Why You #2 course /career 5 minute presentation
Documenting your weekly learning goal in your learning plan. Use Learning Lab to help define your foc

 Week 14

19/05/2014

 Online resources- MyRMIT/ Learning Lab
Preparing Why You #2 course /career 5 minute presentation
Documenting your weekly learning goal in your learning plan. Use Learning Lab to help define your focus
 

 Week 15

26/05/2014

 Online resources- MyRMIT/ Learning Lab
Delivering Why You #2 course /career 5 minute presentation
Documenting your weekly learning goal in your learning plan. Use Learning Lab to help define your focus
 

 Week 16

02/06/2014

 Online resources- MyRMIT/ Learning Lab
DIEP reflective writing.
 

 Week 17

09/06/2014

 Online resources- MyRMIT/ Learning Lab
DIEP reflective writing.
Exit documents/ referral forms

 

**The teaching schedule maybe subject to change. Students will be advised via Blackboard and in class should changes occur.

Teaching Schedule: This course will be delivered weekly. The times will be outlined in the program delivery plans which are updated each week.

Your program is made up of:

  • Orientation
  • Learning activities
  • Mid semester review
  • Guest speakers
  • Exit review

All students will be inducted. The induction includes

  •  Program Guide & Student Diary
  • Student Rights and Responsibilities
  • Explore RMIT ( an orientation to the university and its services)
  • Orientation to RMIT Libraries (library tour & on line catalogue introduction)
  • RMIT Online Systems Information Session

Library Orientation & an RMIT Online Systems Information Session will be scheduled during the first two weeks of your program. Information about student services, rights and responsibilities is contained in your student diary.
 


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 delivered as part of an 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:

Course and career research pathway
Cover letter and resume writing
Face to face course/job interview
Feedback:
Feedback will be provided throughout the semester in class and/or online discussions, through individual and group feedback on practical exercises and by individual consultation.
Generic statements for Overview of Assessment section 

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 manager or the Equitable Learning Services if you would like to find out more.

The Student Charter www.rmit.edu.au/about/our-education/supporting-learning-and-teaching/student-charter/ summarises your responsibilities as an RMIT University student as well as the responsibilities of the university.

Your course assessment conforms to RMIT assessment principles, regulations, policies and procedures which can be found on the RMIT University website at: http://www1.rmit.edu.au/browse;ID=qwxbqbg739rl1


Assessment Tasks
Assessment will take place throughout the course. Your work is assessed on a competent (CA)/not yet competent (NYC) basis – it is not graded. You will be given written feedback on all assessment tasks. There will be individual and group projects completed both in and out of class.


Assessment is ongoing and its purpose is to develop your skills. You will be given assistance in redrafting and editing written assessment tasks because developing your ability to identify and correct your own mistakes is an important part of the learning process. It is important that you read the specific elements each assessment task addresses on the cover sheet for each task. At the time of setting assessments you will be given clear guidelines about which course, elements and performance criteria you will need to meet in order to successfully complete the task. Submission dates & deadlines will also be clearly explained.


Summative Assessment tasks:

  • Documentation of portfolio
  • Documentation of course & career research
  • Role play interview

Formative assessments: ongoing observations, summaries and review of student work
Please note:


Assessments tasks will include other courses (Units of competency) from the program.
All Assessment tasks should be submitted by the deadline. If an extension is required you must ask your teacher for one before the due date.

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.


 


Assessment Tasks

Assessment will take place throughout the course. Your work is assessed on a competent (CA)/not yet competent (NYC) basis – it is not graded. You will be given written feedback on all assessment tasks. There will be individual and group projects completed both in and out of class.


Assessment is ongoing and its purpose is to develop your skills. You will be given assistance in redrafting and editing written assessment tasks because developing your ability to identify and correct your own mistakes is an important part of the learning process. It is important that you read the specific elements each assessment task addresses on the cover sheet for each task. At the time of setting assessments you will be given clear guidelines about which course, elements and performance criteria you will need to meet in order to successfully complete the task. Submission dates & deadlines will also be clearly explained.


Summative Assessment tasks:

Assessment Task 7 Mid-Semester Interview and Portfolio of Evidence Week 9/10
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.
This is an ongoing task for students to investigate pathways for further study. It encourages self-reflection by analysing learning styles, SWOT analysis and identifying opportunities for skills development and setting and maintaining study goals and the writing of a personal history statement for further study pathways including VTAC. The evidence should be collected and presented in a portfolio.
 

 Assessment Task 11 Learning plan reflective writing. Due: Weeks 15-16
This is a final reflective writing piece. It encourages self-reflection by analysing learning styles, SWOT analysis and identifying both barriers to achieving study goals as well as opportunities for study success.
 

Formative assessments: ongoing observations, summaries and review of student work
Please note:


Assessments tasks will include other courses (Units of competency) from the program.
All Assessment tasks should be submitted by the deadline. If an extension is required you must ask your teacher for one before the due date.


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