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

Part B: Course Detail

Teaching Period: Term2 2013

Course Code: GEDU5985

Course Title: Engage with a range of highly complex texts for learning 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: marcelle.damicoucas@rmit.edu.au
Jacqueline Cheng 94.3.16 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.   This unit develops the skills and knowledge to interpret and critically analyse highly complex texts. The focus is on interpreting and critically analysing a variety of highly complex paper based and digital texts for learning purposes. These include intricate, dense and extended texts across a broad range of contexts including specialised contexts.It is delivered in conjunction with VU21381 Create a range of highly complex texts for learning purposes.

The required outcomes described in this unit relate directly to the Australian Core Skills Frame Works (ACSF) and Australian Qualities Framework (AQF).

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


National Codes, Titles, Elements and Performance Criteria

National Element Code & Title:

VU21377 Engage with a range of highly complex texts for learning purposes

Element:

1 Select a range of complex print based and digital texts for learning purposes

Performance Criteria:

1.1 Clarify own 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 learning purposes

Element:

2 Review selected print based and digital texts for learning purposes

Performance Criteria:

2.1 Interpret the purpose of the texts
2.2 Define features of texts
2.3 Apply reading strategies to interpret key ideas and supporting information
2.4 Identify and analyse main arguments and supporting evidence
2.5 Evaluate texts for relevance and credibility

Element:

3 Critically interpret a range of print based and digital texts for learning purposes

Performance Criteria:

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


Learning Outcomes


The learning outcomes in this course.  The focus is on interpreting and critically analysing a variety of highly complex paper based and digital texts for learning purposes. These include intricate, dense and extended texts across a broad range of contexts including specialised contexts.This includes both digital and paper based texts.
 

 

The required outcomes described in this unit relate directly to the Australian Core Skills Frame Works (ACSF)
and Australian Qualities Framework (AQF).
 

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

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


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: Mon 22July- Fri 6 Dec 2013
Term Break; Fri .Sept– Fri. Oct 2013
Public holidays: Tuesday 5 November (Melbourne Cup Day)
Teaching Schedule: this course will be delivered weekly. The times will be outlined in the program delivery plans which are updated and distributed each week.

Your program is made up of:
• Orientation
• Learning activities
• Mid semester review
• Guest speakers
• Excursions
• Exit review

 

WeekVU21377 Engage with a range of highly complex texts for learning purposes
  
 Week 1. 22/07/2013 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.

29/07/2013

 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. 05/08/2013 Why You #1 oral preparation. 5 minute presentation.
Online job research, note taking and interview notes ready for Friday week3
Academic paragraph structure
News analysis paragraph with topic sentence and supporting sentences. Plan and complete draft due Monday week 4
Why You interview #1 notes complete and ready for Friday.
Learning plan. Weekly goal.
 Week 4.12/08/2013 News analysis paragraph with topic sentence and supporting sentences
Reading skills. Age article “More, more you know you want it’
Academic paragraph structure
News analysis paragraph with topic sentence and supporting sentences.
 Week 5. 19/08/2013 Reading skills. Age article “More, more you know you want it’
Persuasive techniques of advertising.
Academic paragraph structure.
Advertising paragraph with topic sentence and supporting sentences.
Online resources about advertising.
 Week 6. 26/08/2013 Essay writing.
Analysis of essay structure, reading models, creating plans
Reading skills. Age article “More, more you know you want it’
Essay writing.
How to write introductions and include Harvard referencing.
Reading skills. Age article “More, more you know you want it’
 Week 7. 02/09/2013 Persuasive techniques of advertising.
Analysis of ads selected by students for essay
Advertising essay. Planning
 Week 8. 09/09/2013 Reading skills. Age article “More, more you know you want it’
Persuasive techniques of advertising.
Analysis of ads selected by students for essay
Advertising essay. Drafting
 Week 9. 16/09/2013 Editing final copy of Advertising Essay
News analysis. Issues language.
Locating an article for an International Issue
 Holidays 23/09/2013-04/10/2013  
 Week 10. 07/10/2013 News analysis. Issues language.
Learning plan portfolio
 
 Week 11. 14/10/2013 Start Program/ career research for pathway assessment Why You #2 presentation.
Analysis of survey models.
Reading model surveys.
Identifying purpose and structure of surveys.
Analysis of survey language. Survey Monkey website.
http://www.surveymonkey.com/
 Week 12. 21/10/2013 Peer editing of Melbourne survey draft.
 Week 13. 28/10/2013 Preparation. Complete national issue notes and analysis for week 14.
Peer editing of Melbourne survey draft # 1.
Guardian Weekly reading task.
Preparation. Why You # 2 program and career research with interview notes
 
 Week 14. 04/11/2013 Presentations. Analysis of national issue.
Contrast essay & report structure
Analysis of report structure.
Reading and interpreting graphs about Melbourne.
Analysis of report structure.
 Week 15. 11/11/2013 Analysis of report structure.
Reading and interpreting graphs about Melbourne.
Analysis of report structure.
Synthesising. Harvard citations.

Preparation. Complete international notes and analysis for Friday week 16.

Week 16. 18/11/2013Presentations. Analysis of international issue.
Editing complete report draft.
Essay writing analysis- students assess sample essay with criteria
Report writing analysis- students assess sample report with criteria
Week 17. 25/11/2013Analysis of Current Affairs.
Week 18. 02/12/2013Resume writing, application letter writing workshop.
Online resources. www.rmit.edu.au/careers/toolkit
 

 

This unit of competency is taught within an integrated program. The assessment tasks have been put in bold to match the unit of competency. The assessment tasks will also cover other units within the course.

Teaching Schedule

Cert III CGEA Semester 1 2013.

**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

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

• 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. 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 Investigating current issues Due: Weeks 1-5 & 14-16
This task involves investigating both a national and international issue of significance. The purpose of the task is to develop research skills, efficient reading skills such as skimming and scanning as well as an ability to analyse and evaluate text information for persuasive features. It involves researching and taking notes on an issue of student choice and giving an individual oral presentation of 5 minutes. Students are required to outline facts of the issue, why the issue is of significance and analyse how the issue has been portrayed in media texts.
 

Assessment Task 3 Charity morning tea. Group project. Due: Weeks 2- 5
This purpose of this task is to develop individual research skills and to foster key skills for successful group work. It requires individual research, group participation, planning & decision making, conducting charity morning tea, collecting and donating money and giving a 10 minute group oral presentation.
 

Assessment Task 5 Analytical essay Due: Weeks 5- 9
This task involves researching using academic texts, note-taking, summarising, synthesising paraphrasing, planning and preparing references using the Harvard system. It requires writing an analytical essay on the topic of advertising in Australia with a 300-500 word range.
 

Assessment Task 8 Group Research and survey writing Due: Week s 10-13
This task takes place over several weeks and involves research, drafting writing and conducting a survey to find out who comes to Melbourne CBD and why people come to Melbourne CBD.
Students in groups of 3-4 conduct the survey at particular locations across the CBD. Survey results are then collated in maths class using Excel spread sheets and students generate results in graph form. Finally students use the graphs and write a short report of 300-500 words addressing the topic of who and why people come to Melbourne CBD.
 

Assessment Task 9 Group Research and Write and Individual Report investigating who and why people come to Melbourne CBD. Due: Weeks 13-16
This task takes place over several weeks. It involves group research using published texts as well as data collected first hand by students. Surveys are collated, results summarised in graph form and each student writes an individual report identifying the issue, the key facts and discussing the research. The group research involves group meetings and minute taking and academic research using a variety of text types and summarising.
 

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