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

Part B: Course Detail

Teaching Period: Term2 2016

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 51.2.002  tim.morris@rmit.edu.au


Jacqueline Cheng  51.2.002 jacqueline.cheng@rmit.edu.au 

Marcelle Damicoucas 51.2.002

marcelle.damicoucas@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 other units on the same day. Your program consists of Face to Face teaching and Directed Study. 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. Your program will have a minimum of 8 hours Directed Study per week. You are not required to attend classes to complete Directed Study. It is a very important part of your program and we ask that you do a total of 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.

The Weekly Program Delivery Plan is a detailed outline of what activities you will be undertaking in each session on a weekly basis. You can access this via Blackboard (Mystudies) on the first day of each teaching week.

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:

  • develop short and long term learning goals
  • review employability skills
  • research course options
  • plan a career pathway
  • write a resume
  • write a personal statement


Teaching Schedule

This unit of competency is taught within an integrated program. This is Cluster 1 - Evaluate Pathway Options, Design a Learning Plan and Compile a Portfolio.

Course dates:

11 July-11 November 2016

Public Holidays:

AFL Grand Final Holiday Friday 30 September 2016

Melbourne Cup Day Tuesday 1 November 2016

Mid-Semester Break:

19 September-30 September 2016

 

WeekVU21375 Evaluate pathway options, design a learning plan and compile a portfolio   Elements              

 Week 1

 

Program Overview,-timetable, Weekly Delivery Plan,

Expectations, responsibilities and a class agreement.

introduction letters, Invitation to Welcome morning tea.

Explore RMIT map task. RMIT walking tour
 

 

 Week 2

 

Explore RMIT activity and discussion of answers. 

Online resources- MyRMIT/ Blackboard, Course guides.Starting a learning plan.

Outline your weekly timetable include study time

reflect and list you Study goals long and short term. SWOT reflection

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

2

3

4

5

 Week    3

 

Documenting your weekly learning goal in your learning plan.   

mycareer website research/Online job research, note taking  

Learning types. Which one is you? How can you improve your learning.

1

2

3

5

 Week    4

 

Documenting your weekly learning goal in your learning plan.

Pathways presentation with Pathways coordinator.

pathways interviews with Pathways coordinator

 

Continue with career pathways research.

1

4

5

 Week    5

 

Documenting your weekly learning goal in your learning plan.    

Research the next step in your study pathway.

Find and take notes on 2 options

1

4

5

 Week    6

 

 Documenting your weekly learning goal in your learning plan.    

How to write a resume

Prepare your resume

1

3

4

5

Week 

  7

Documenting your weekly learning goal in your learning plan.

Edit and finalise your resume.

What is a cover letter and how are they used?

1

3

4

5

 Week    8

 

Assessment Task 7 Mid-Semester Interview and Portfolio of Evidence (Interviews)

4

5

 Week    9

 

Documenting your weekly learning goal in your learning plan.

Direct applications at RMIT, other institutions, VTAC   

1

5

 Week   10

 

Documenting your weekly learning goal in your learning plan.     

How to write a personal statement and what needs to be included
 

1

4

5

 Week 11

 

Documenting your weekly learning goal in your learning plan.

Writing a personal statement editing and re writing

1

4

5

 Week 12

 

Documenting your weekly learning goal in your learning plan.

Assessment task-Personal statement due

Application session- begin an application for a course for next semester as a direct or VTAC application

How to write a cover letter.
 

1

4

5

 Week 13

 

Documenting your weekly learning goal in your learning plan.      

Reading and Replying to a job advertisement in a letter and online

1

4

 

 Week 14

 

Documenting your weekly learning goal in your learning plan. 

Interview skills and presentation
          
 

1

4

 Week 15

 

Presentation of your work portfolio

Review course

             

4

 Week 16

 

 reflective writing- Reflect on the semester. What you learned, what you can do better, what you would change
 

4

5

 

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

The course will be delivered weekly. The times will be outlined in the weekly delivery plans which are updated each week.

Your program is made up of:

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

All students will be inducted. The induction includes:

  • Induction Booklet and presentation
  • Explore RMIT activity
  • Orientation to RMIT Libraries

 

 


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

  • 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)
  • Laptop computer or ipad


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 8 and Week 15)

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 statement for further study pathways including VTAC and preparation of a resume. The evidence should be collected and presented in a portfolio.

Assessment Task 10: Personal Statement (Week 12)

Personal statements are required for all direct applications to most VE institutions. This is prepared in time to use in applications for further study in semester 1, 2017.

 

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.

 

Cover Sheets
You must complete a submission cover sheet for every piece of work submitted. The signed cover sheet acknowledges that you are aware of the plagiarism implications

All assessment tasks including electronically recorded student work will be kept by the University for student feedback and to meet government requirements.

 

 


Assessment Matrix

Each assessment cover 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.
 

Other Information

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

Student Progress

Monitoring academic progress is an important enabling and proactive strategy to assist you to achieve your learning potential.

Student program policy www.rmit.edu.au/policies/academicprogress
 

You will be asked to attend mid-semester and end of semester interviews with relevant teachers and Program Co-ordinator. The interviews are an important part of giving you feedback and supporting you through your program by monitoring your academic progress
 

Special consideration policy (Late submissions)
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. www.rmit.edu.au/students/assessment/extension

Special consideration is an assessment adjustment for unexpected circumstances that are outside your control, which:
• have a significant adverse impact on your performance in assessment or
• prevent you from attempting or submitting the assessment. Special Consideration www.rmit.edu.au/students/specialconsideration

Academic Integrity and Plagiarism
RMIT University has a strict policy on plagiarism and academic integrity. Please refer to the Academic Integrity and Plagiarism policy
www.rmit.edu.au/students/academic-integrity
 

Course Overview: Access Course Overview