Course Title: Engage with a range of highly complex texts for personal purposes

Part B: Course Detail

Teaching Period: Term2 2014

Course Code: GEDU5984

Course Title: Engage with a range of highly complex texts for personal purposes

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. email:marcelle.damicoucas@rmit.edu.au
Jacqueline Cheng 94.3.16. email: jacqueline.cheng@rmit.edu.au
 

Nominal Hours: 30

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

This unit is delivered as part of an integrated program. The focusof this  unit are the skills and knowledge needed to engage with highly complex texts for personal purposes The focus  is on interpreting and critically analysing highly complex paper based and digital texts for personal purposes. These include intricate, dense and extended texts across a broad range of contexts including specialised contexts.It is delivered in conjunction with VU21380 Create a range of highly complex texts for personal purposes GEDU5986.
 


National Codes, Titles, Elements and Performance Criteria

National Element Code & Title:

VU21376 Engage with a range of highly complex texts for personal purposes

Element:

1 Access and select a range of highly complex intricate print based and digital texts for personal purposes
 

Performance Criteria:

1.1 Clarify own specified purposes for engaging with texts
1.2 Locate and access a range of highly complex texts
1.3 Assess and select texts relevant to own purposes
 

Element:

2 Review selected print based and digital texts for personal purposes
 

Performance Criteria:

2.1 Interpret the purpose of the selected texts
2.2 Define features of texts selected
2.3 Apply reading strategies to interpret key ideas and supporting information in texts
 

Element:

3 Critically interpret a range of highly complex print based and digital texts for personal purposes
 

Performance Criteria:

3.1 Analyse a range of texts for personal purposes
3.2 Analyse devices used to present information
3.3 Discuss and support judgements about the effectiveness of the texts
3.4 Discuss similarities and / or differences between texts
3.5 Assess relevance of texts to own purpose
 


Learning Outcomes


 

The focus of this unit  is on interpreting and critically analysing highly complex paper based and digital texts for personal purposes. These include intricate, dense and extended texts across a broad range of contexts including specialised contexts. This includes paper based and digitalised texts.

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

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

http://www.acer.edu.au/cspa/australian-core-skills-framework
http://www.aqf.edu.au/aqf/in-detail/aqf-levels/


Details of 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

READING
You are encouraged to read a wide range of texts relevant to the study context. You will:
• read, analyse and review complex texts for research purposes
• read extended personal and imaginative texts
• read opinion texts
• study items in literature and the media


Teaching Schedule

 PROGRAM DATES

14th July - 18th July,2014 Induction Week

14th July - 7th November, 2014
Public Holiday
Melbourne Cup Day 4th November, 2014

Mid Semester break
29th September - 3rd October, 2014

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
• Excursions
• Exit review

 

This unit of competency is taught within an integrated program. It is delivered in conjunction with VU21380 Create a range of highly complex texts for personal purposes GEDU5986.
 

Cert III CGEA Semester 2 2014.

WeekVU21376 Engage with a range of highly complex texts for personal purposesVU21376VU21380
  1


 

Diagnostic material.
Analysis of creative texts types. Introducing narrative. ’Trojan Horse’. The 5 stages of narrative structure.

 2 
  2


 

Analysis of creative texts types. Review of narrative. The language of narrative. Setting scene and characters.
Introduction. Assessment one.Complete assess 1 part 1.

Assessment 1 part 2. ’A mid night visit’ Reading comperhension.

Model /planning/ drafting/writing

 2

3

 2
  3


 

  Engage with & create complex text for personal purposes.
What is narrative

Memory narrative piece. Writing and editing time.

 3 2
 4

 

 Assessment one- memory/narrtive submission.

Blogging. Guidlines for writing on the internet. 

  3
 5

 

Blogging. Assessment 3

Examples- blogs/ezine/websites

Research using some promt sheets

Answer questions about two of your choosing 

Outline assessment 3.

Planning/writing/editing skills review.

 1 3
  6

 

Analysis of models
Planning and drafting your blog

 

  1
 7

 

Introduce short story ’Getting Ahead’ Tim Winton. Discussion. Tim Winton. Biography on Youtube

Assessment 3 drafting and editing BLOG session.

 

 2

3

 8


 

Assessment 3. Blog due.


 Analysis short story- ’Getting Ahead’ Tim Winton. Reading, discussion, comprehension questions. Mind mapping ’Getting Ahead’ themes

  2
 9

 

Assessment 5.
Tim Winton Getting Ahead short story reading
comprehension questions

Introduce essay writing structure.’Getting Ahead’ text response essay.

Brainstorm plan topics

planning essay.

  3
 10

 

Individual progress interviews with portfolio of student work.

 

 2

3

 11

 

 Analysis & discussion of essay models


Editing skills. Students edit complete first first draft

Reviewing styles of writing- narrative and text response
Starting oral presentation planning.

  2
  12   Analysis & discussion of essay models.
Editing skills. Students edit first draft
Reviewing styles of writing- narrative and text response. 
oral presentation planning.
  3
 13

 

Assessment 5 Text response essay. Tim Winton. Submission. 

  3
14Reading models of DIEP

1

2

3

 
15

Drafting DIEP

Assessment 10

 2
16Submit Assessment Task 10 DIEP 

2

3

 

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

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

 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

• 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

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. Assessment is ongoing and its purpose is to develop your skills.  It is important that you read the specific elements each assessment task addressed on the cover sheet for each task. At the time of setting assessments you will be given clear guideline 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.
 

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.

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

  Assessment Task 1 Narrative. Reading & writing creative text Due: weeks 1-4
This task involves the development of reading and writing skills in a creative genre. Narrative text type is introduced and analysed in a range of forms with a particular focus on shAssessment

Task 3 Blogging. Due: Weeks 4-8
This purpose of this task is to develop individual research skills, exploration of a creative topic and to foster self- reflection. Students are required to participate in class discussions, access related websites, post comments and post responses.
 

Assessment Task 5 Text response essay. Due: Weeks 8-13
This task requires students to read and respond to a creative text in essay form. A range of short stories are modelled and discussed in class, allowing students to analyse creative story structure, content and style as well as authors intention. The text response is an essay of 300-500 words
 

 Assessment Task 10: DIEP Week 13-16

  • Reading Models
  • Drafting
  • Submission

•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

 Assessment Matrix
Each assessment cover sheet clearly outlines the competencies being addressed in the task in relation to the required skills and knowledge. 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. To sucessfully complete this unit you will need to demonstrate that you are competent in each element of the unit/subject on at least three occasions.

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