Course Title: Create a range of highly complex texts for learning purposes
Part B: Course Detail
Teaching Period: Term2 2014
Course Code: GEDU5987
Course Title: Create 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
Jacqueliine 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.The focus of the unit is on writing skills to create complex texts which are relevant to the further study context.This unit describes the skills and knowledge to create a range of highly complex digital and paper based texts for learning purposes and to organise and apply content from texts. It will develop the written communication skills to complete a range of reflective and opinion texts as well as the skills to structure texts according to academic requirements.It is delivered in conjunction with VU21377 Engage with a range of highly complex texts for learning purposes GEDU5987.
National Codes, Titles, Elements and Performance Criteria
National Element Code & Title: |
VU21381 Create a range of highly complex texts for learning purposes |
Element: |
1 Research a range of text types for learning purposes |
Performance Criteria: |
1.1 Select and research a range of paper based and digital highly complex text types |
Element: |
2 Prepare a range of complex texts for learning purposes |
Performance Criteria: |
2.1 Determine the purpose and audience for the texts to be created |
Element: |
3 Produce a range of complex texts for learning purposes |
Performance Criteria: |
3.1 Use prepared content to develop complex texts |
Learning Outcomes
This unit describes the skills and knowledge to create a range of highly complex digital and paper based texts for learning purposes and to organise and apply content from texts. It will develop the written communication skills to complete a range of reflective and opinion texts as well as the skills to structure texts according to academic requirements.
The required outcomes described in this unit relate directly to the Australian Core Skills Framework (ACSF)
and Australian Qualities Framework (AQF).
www.acer.edu.au/cspa/australian-core-skills-framework
www.aqf.edu.au/aqf/in-detail/aqf-levels/
They contribute directly to the achievement of ACSF indicators of competence at Level Five (Writing).
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 Plan.
This unit covers in part the reading and writing macro skills addressed in the whole certificate.
WRITING
In a variety of writing activities, you will improve your sentence structure and learn how to use different writing styles. This will include formal letters, course applications, essays, and short reports. You will:
• write an academic essay
• write formal letters
• do a research project
• take notes from a range of complex texts
• develop a writing folio which includes extended written texts
• learn to locate and record references used
• reflect on issues and your own learning
• learn about research and report writing
• learn to plan, draft and proofread your work.
• construct formatted texts for study purposes
• become familiar with academic discourse
The revision of important grammatical structures will be incorporated into each activity.
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. This unit is clustered with VU21377 Engage with a range of highly complex texts for learning purposes GEDU5987. The assessment tasks will also cover other units within the course.
Cert III CGEA Semester 2 2014.
| Week | VU21381 Create a range of highly complex texts for learning purposes | VU21381 | VU21377 |
| Week 1. | 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. |
1 2 3 |
|
|
Week 2.
|
Online resources- MyRMIT/Learning Lab.
Learning plan Explore RMIT discussion of answers. Learning plan. |
1 |
1 2 3 |
|
Week 3
|
Charity Morning Tea
Charity Presentations Research Job Guide Model skills |
1
2 3 |
1
2 3 |
|
Week 4
|
News analysis paragraph with topic sentence and supporting sentences Charity presentations Independant Research Job Guide Essay Planning Harvard referencing skills |
1 2 |
1
2 3 |
| Week 5. | 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. |
|
1
2 3 |
|
Week 6
|
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’ |
1 2 3 |
2 3 |
|
Week 7
|
Persuasive techniques of advertising. Analysis of ads selected by students for essay Advertising essay. Planning |
2 |
1
2 3 |
|
Week 8
|
Reading skills. Age article “More, more you know you want it’ Assessment 4 due Edit review |
1 2 3 |
1
2 |
|
Week 9
|
Editing final copy of Advertising Essay Survey modesl, writing draft week 9&10 Film summaries and reviews group survey writing Presentations Analysis of survey models. |
1
2 3 |
1
2 3 |
|
Week 10
|
Starting assessment 8 Survey models, writing draft week 9&10 Film summaries and reviews group survey writing Presentations Learning plan portfolio |
2 3 |
3 |
|
Week 11
|
Start Program/ career research for pathway assessment Why You #2 presentation. Assessment 7 due Assessment 8 Conduct survey review/class discussion Introduce Assessment 9 |
1
2 3 |
1 2 |
|
Week 12
|
Preparation. Complete national issue notes and analysis for week 14 | 1 |
1 2 |
|
Week 13
|
Presentations. Analysis of national issue. Contrast essay & report structure Analysis of report structure. Reading and interpreting graphs about Melbourne. Analysis of report structure |
1 | 1
2 3 |
|
Week 14
|
Analysis of report structure. Reading and interpreting graphs about Melbourne. Analysis of report structure. Synthesising. Harvard citations |
2 |
2 3 |
|
Week 15
|
Analysis of Current Affairs
Editing complete report draft. |
2 3 |
2 3 |
|
Week 16
|
Analysis of Current Affairs. | 2 |
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
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. 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 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
Assessment tasks:
Summative Assessments:
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
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