Course Title: Support students' literacy learning

Part B: Course Detail

Teaching Period: Term1 2016

Course Code: TCHE5890C

Course Title: Support students' literacy learning

School: 360T Education

Campus: Brunswick Campus

Program: C4349 - Certificate IV in Education Support

Course Contact: Soosan Kian

Course Contact Phone: 03 9925 9183

Course Contact Email: soosan.kian@rmit.edu.au


Name and Contact Details of All Other Relevant Staff

   
Lydia Burns Lydia.burns@rmit.edu.au
Peta McGregor  peta.mcgregor@rmit.edu.au

Nominal Hours: 40

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

No specific pre-requisite and co-requisite.
 

Course Description

This unit focuses on the skills and knowledge required by education support workers to work with teachers to support students in pre-primary, primary and secondary to develop literacy skills, including oral language, reading and writing skills. It provides skills and knowledge to enable education support workers to work with the teacher to develop resources to reinforce literacy skills across the curriculum and to support students during various phases in the acquisition of literacy competence. On successful completion of this unit, you will have developed and applied the skills and knowledge required to demonstrate your competency in the above elements.


National Codes, Titles, Elements and Performance Criteria

National Element Code & Title:

CHCEDS020 Support students' literacy learning

Element:

1. Encourage and model spoken language

Performance Criteria:

1.1 Identify and use a variety of styles of verbal communication 1.2 Demonstrate the different functions of language in interactions 1.3 Monitor students' understanding and use of language through observation, listening and conversation, and provide information to teachers to inform planning 1.4 Identify factors affecting language acquisition and discuss with the teacher/s 1.5 Use language appropriate to students' culture, age, abilities, interests and needs 1.6 Use spoken language to effectively interact with students 1.7 Talk explicitly about language to scaffold learning 1.8 Model language appropriate to the situation, the purpose and the audience for students

Element:

2. Support students to read and interpret texts

Performance Criteria:

2.1 Determine strategies for supporting students in the interpretation of texts in consultation with the teacher/s 2.2 Implement planned strategies to enhance the abilities of students and address their individual needs 2.3 Encourage students to problem-solve in order to make meaning from texts 2.4 Use explicit talk to focus students on specific literacy skills

Element:

3. Enhance students’ literacy skills through writing activities

Performance Criteria:

3.1 Use accurate terminology, as planned with teacher/s, to support students' learning 3.2 Implement strategies devised with teacher/s to develop students' skills in the use of written language 3.3 Use planned strategies to reinforce literacy skills across all key learning areas 3.4 Encourage students to improve spelling skills using strategies appropriate to students' developmental levels 3.5 Support students to plan their writing tasks 3.6 Encourage students to critically reflect on the effectiveness of their writing 3.7 Support students to effectively edit their writing

Element:

4. Design resources to support literacy development
 

Performance Criteria:

4.1 Plan learning environments and activities in advance with the teacher/s 4.2 Design resources, in consultation with teacher/s, to reinforce literacy skills, while fulfilling curriculum requirements 4.3 Design resources to suit the developmental level of the students, as determined by the teacher/s


Learning Outcomes


This unit develops the skills and knowledge required by education support workers to work with teachers to support students in pre-primary, primary and secondary to develop literacy skills, including oral language, reading and writing skills. It provides skills and knowledge to enable education support workers to work with the teacher to develop resources to reinforce literacy skills across the curriculum and to support students during various phases in the acquisition of literacy competence.
 


Details of Learning Activities

This unit is part of Certificate IV in Education Support program. You will study this unit with several other units on the same day. Your program consists of face to face teaching, Unsupervised Directed Study and you are required to participate in compulsory work placement. It is strongly advised you attend all sessions in order to engage in the required learning activities, ensuring the maximum opportunity to gain the competency. You are not required to attend to complete Unsupervised Directed Study, however you are expected to complete the work given and will at times be required to show evidence the work has been completed. Your Unsupervised Directed Study will be posted on Blackboard.

The student learning experience will be facilitated through participation in a range of activities: 


  • Work Placement
  • Group discussion 

  • Research assignments

  • Guest speakers

  • Oral and/or written questions on "What if?" scenarios

  • Realistic simulations and role play
  • Practical demonstrations and direct observation of actual work and simulated work practice
  • Oral Presentations
  • Individual and group projects - Completing the projects will include negotiated independent study time and practical work relevant to the unit of competency. 
 


Teaching Schedule

This unit will be delivered weekly. 
Please note: While your teacher will cover all the material in this schedule, the weekly order is subject to change depending on class needs and availability of speakers and resources. Should the teaching schedule change students will be advised via blackboard.
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.

 

Teaching Schedule Semester 1 for 4A, 4B, 4C and 4D students
Week 1
Functions of language
Reading strategies
Professional Journal
Stages of development in language and literacy
E1, E2, E3, E4

Week  2
Language Skills
Sentence Structure
types of sentences
Strategies to support student's literacy
E1, E2, E3, E4

Week 3
Interpreting non-verbal data-graphs statistics images
Explicit language skills
Paragraph
• unity
•  cohesion
E1, E2, E3, E4

Week 4
Functions of language
Stages of development in language and literacy
Referring to sources
• Paraphrase
• Summary

E1, E2, E3, E4

Week 5
Language skills
Brainstorm/mind map
Research skills
E1, E2

Week 6
Reading and summarising
Strategies to support literacy learning
Research skills
Essay plan
E1, E2, E3

Week 7
Reading strategies and analysing text
Strategies to reinforce literacy development
Essay plan submitted
Introductions/conclusion
E1, E2, E3

Week 8
Reading strategies and analysing text
E1, E2, E3, E4

Week 9
Reading and analysing text
Stages of development in language and literacy
Assessment 1
Exposition Essay on Children's/Young Adult literature
E2, E3,E4

Week 10
Culture and contextualising (Mabo)
Discourse analysis
E1

Week 11
Culture and language
Analysing text
Discourse analysis
Spoken language and literacy
E1, E2, E3

Week 12
Culture and language
Discourse Analysis
Spoken language and literacy
E1, E2, E3

Week 13
Brainstorm/mindmap
Research skills
E1, E2, E3

Week 14
Interpretation of text
Problem solving
Questioning techniques
Critical / analytical thinking

E1, E2, E3

Week 15
Analysis of writing
Problem solving
Questioning techniques
E1, E2, E3

Week 16
Problem solving
Assessment 2 Discourse analysis Mabo
E1, E2, E3, E4

Week 17
Reflecting on experiences supporting students' literacy learning
Review of Professional Journal         
E4
 

Teaching Schedule for Semester 1 2016 (Part B) for 4E students
Week 1
Explicit language skills
What skills do you have?
Rationale for Professional Journal
E1, E2, E3

Week 2
Functions of language
Professional Journal
Explicit language learning
Sentence structure, types of sentences
E1, E2, E3, E4   
   
Week3
Define literature, cultural diversity
Children's/young adult literature
Stages of development in language and literacy learning
 E1, E2, E3, E4

Week 4
Introduce Picture books
Stages of development in language and literacy learning
Scaffolding learning  
Library visit
Observation of literature at placement
Reflect on student literacy learning
E1, E2

Week 5
Brainstorm/mind map analysis
Genre
Scaffolding learning  
E1, E2

Week6
Reading strategies
Genre
Essay plan – Introductions/Conclusions
Explicit language skills
Observation of genre in classroom
Reflecting on supporting students' literacy learning
E1, E2, E3

Week 7
Reading strategies
Scaffolded learning - drafting
Professional discussion (oral presentation) on work placement – submit annotations of student work for professional journal
Library visit: children's literature
E2, E3, E4

Week 8
Reading and discussing feedback on draft
Language work – spoken language and literacy
Brainstorming ideas for writing children's book
Reflect on children's literature
Stages of development in language and literacy learning
Modelling appropriate language to situation, purpose and audience
E1, E2, E3

Week 9
Assessment 1
Exposition Essay on Children's/Young Adult literature
Professional Journal
E2, E3, E4

Week 10
Professional Journal:
Oral analysis of a literary/literacy strategy observed or done in work placement
Prediction in text
Problem solving – questioning techniques
Reflect on literacy learning
E1, E2, E3

Week 11
Professional Journal
Revisit Children's book
Contextualising resources to suit student needs
Spoken language and literacy
E1, E2, E3, E4

Week12
Professional Journal
Research AusVels
Adapting resources
Stages of development in language and literacy
Reflecting on supporting students' literacy learning
E1, E2, E3, E4

Week 13
Professional Journal
Stages of development in language and literacy - Naplan, methods of measuring literacy levels
Meeting individual student literacy needs
E1, E2, E3, E4

Week 14
Professional Journal:
Explicit language skills
Referencing
Comparing texts
E1, E2, E3

Week15
What makes a good Education Support Worker?
Comparison of texts
Reflecting on supporting students' literacy learning
E1, E4

Week 16
Reviewing and reflecting on journal work
Reflecting on supporting students' literacy learning
E1, E2, E3

Week 17
Submit Assessment 2 - Professional Journal
Reflect on students' literacy learning
E1


Learning Resources

Prescribed Texts


References


Other Resources

TEXTS AND EQUIPMENT

There are no set texts in this course. RMIT will provide you with resources and tools for learning in this course through handouts, our online systems and access to facilities and relevant software. You will also have access to the library resources. It is recommended that you bring:

• Display folder with plastic sleeves
• Highlighter pens
• Notebook or loose leaf paper
• Headphones
• USB (Memory stick)
 


Overview of Assessment

This unit is part of an integrated program. You must demonstrate Performance and Knowledge Evidence of the unit 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:
• Oral or written questioning
• oral presentations
• Assignments and projects
• Direct observation of actual work practice
• Presentation of a portfolio of evidence which may comprise documents, and/or photographs and/or video and audio files
• Work-based activities
• Third-party feedback from a work supervisor/employer
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 Tasks Semester 1 for 4A, 4B, 4C and 4D students
Assessment 1: Exposition essay on Children's/Youth Literature (Week 9)
Assessment 2: Discourse Analysis Mabo (Week 16)
Assessment 3: Observation/Demonstration in workplacement (Week 11-17)

 

Assessment Tasks for Semester 1 2016 (Part B) for 4E students
Assessment 1: Exposition Essay on Children's/Youth Literature (Week 9)
Assessment 2: Professional Journal (Week 17)
Assessment 3: Observation/Demonstration in workplacement (Week 11-17)

 

Assessment tasks in this unit are assessed using the following competency based results:

CC - Competency Credit
CA - Competency achieved
NYC - Not Yet Competent

All Assessment tasks should be submitted by the due date. If an extension is required please contact your teacher and/or Coordinator before the due date.
You must complete a submission cover sheet for every piece of submitted work.
All assessment tasks including electronically recorded student work will be kept by the University for student feedback and to meet government requirements.
Resubmissions:
If you are found to be Not Yet Competent in a Course Assessment Task you may be allowed one resubmission only. Your teacher will provide feedback regarding what you need to do to improve and will set a new deadline for the resubmission. The highest grade you will receive if your resubmission is successful is 'CA'


Assessment Matrix

The assessment matrix demonstrates alignment of assessment tasks

Other Information

Attendance - The major learning experience involves participating in face to face classes. It is strongly advised that you attend all sessions in order to engage in the required learning activities, ensuring the maximum opportunity to gain the competency.
Feedback - Monitoring academic progress is an important enabling and proactive strategy to assist you to achieve your learning potential. Students may be asked to attend interviews with relevant teachers and Program Coordinator to discuss academic progress.
Assessment Academic Progress www.rmit.edu.au/policies/academicprogress
Special Consideration - 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. Please see the RMIT website for further information. www.rmit.edu.au/students/assessment/extension
Academic Integrity and Plagiarism - RMIT University has a strict policy on plagiarism and academic integrity. Please refer to the website for more information on this policy. www.rmit.edu.au/students/academic-integrity

Course Overview: Access Course Overview