Course Title: Communicate verbally in a further study context

Part B: Course Detail

Teaching Period: Term2 2016

Course Code: GEDU6093

Course Title: Communicate verbally in a further study context

School: 360T Education

Campus: City Campus

Program: C4386 - Certificate IV in Tertiary Preparation

Course Contact: Melanie Kyle

Course Contact Phone: +61 3 9925 4052

Course Contact Email:

Name and Contact Details of All Other Relevant Staff

Melanie Kyle 51.2.0

Tim Morris 51.2.0

Melanie Reynolds 51.2.0

Jacqui Cheng 51.2.0


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



Assumed knowledge: 

To successfully undertake this unit, minimum language, literacy and numeracy skills that align to level 3 of ACSF are recommended.

Course Description

This unit of competency applies to verbal communication in a tertiary study context and covers individual and group activities using formal and informal verbal communication skills. This may involve collaborative activity where some responsibility is required to delegate aspects of these tasks to others. The activities and assessments will be integrated into the particular course. This unit of competency is taught in conjunction with VU21867 (Participate in collaborative learning GEDU6094).

National Codes, Titles, Elements and Performance Criteria

National Element Code & Title:

VU21866 Communicate verbally in a further study context


1. use verbal communication skills in tutorials

Performance Criteria:


Determine the participation requirements and topic of the tutorial


Allocate tasks with others as required


Complete required preparation for tutorial


Apply tutorial participation techniques to discuss academic topics


Apply critical thinking in response to questions


Ask questions of others to further explore topic


2. Apply verbal communication skills to academic projects

Performance Criteria:


Determine the communicationrequirements of the project


Prepare questions / prompts and supporting documentation


Check appropriateness of questions with others


Apply communication requirements to complete the project


Evaluate the effectiveness of the activity with others


3. Make a formal presentation in academic context

Performance Criteria:


Determine purpose and audience for presentation


Research the features of successful academic presentations


Structure presentation according to agreed criteria and academic presentation format


Prepare visual, written and verbal content


Deliver presentation effectively using supports


Invite and respond to questions


Evaluate effectiveness of presentation with others

Learning Outcomes


On successful completion of this course, you will have developed and applied the skills and knowledge required to demonstrate your competence of the above elements. The outcomes described in this unit relate to the Australian Core Skills Framework (ACSF) and Australian Qualities Framework (AQF). 

They contribute directly to the achievement of ACSF/AQF indicators of Reading and Writing competence at Level 4.

Details of Learning Activities

This unit is part of the Certificate IV in Tertiary Preparation program.  The competency will cover skills in verbal communication specifically turorial discussion, analysis, critical thinking and formal academic presentations.

You will:

  • Use verbal communication skills in tutorials
  • Determine the communication requirements and topic of the tutorial
  • Apply critical thinking in response to questions
  • Make a formal presentation in an academic context
  • Evaluate effectiveness of presentation with others
  • Participate in formal and informal discussions


Course Dates: 
4 July –  28 October 2016

Public Holidays:
AFL Grand Final Holiday – Friday 30 September 2016
Melbourne Cup – Tuesday 1 November 2016

Mid‐Semester Break:

Monday 29 August - Friday 2 September


Teaching Schedule


This unit of competency is taught within an integrated program.  This unit is clustered with VU21867 Participate in Collaborative Learning (GEDU6094).



VU21866 Communicate Verbally in a further study context




Student and Teacher introductions

Learner (peer) interviews using circle ice breaker

Marshmallow collaborative group activity and listening TED Talk Tom Wujec “Build a tower build a team”

Enterprise Skills (21st century skills) – What are employers looking for?



E1 E2 E3


Elect SSCC Representatives

Class Agreements

Skills Focus - Group Work – Learning Lab Tutorial

Roles  and Responsibilities for Group work – problem solving activity

Learning Styles Theory and VARK Activity

Planning Tools – RMIT Library Assessment Planner (Timeline)

E1 E2




Revise group work skills & do role plays –review group work skills using RMIT Learning Lab

Research model rubrics (internet)

Assessment task Groupwork Planning

Part 1: Plan and record the group work

Part 2: Create an evaluation rubric with group (use Google Docs)

E1 E2


E1 E2


Assessment Task   Groupwork Planning complete in class: Part 3 & Part 4

TED Talk “How to Make Stress Your Friend” – Note taking practice, Pre listening KWL, Post listening KWL

Public Speaking Cheat Sheet and questions

E1 E2 E3

E1 E2



Follow up Public Speaking Cheat Sheet eg 9 ways to make an impact & KISS and TELL

Mini oral presentations: present study pathway plan based on research for Set Study Goals (visual aids optional)

E1 E3


E2 E3


Peer Feedback Skills – giving constructive feedback and protocols

Continue mini oral presentations: present study pathway plan based on research for Set Study Goals (visual aids optional)

E2 E3

E2 E3


Complete group work activity/review group work skills

Ted Ed presentation – “Science of Stage Fright” note taking and questions

Start Assessment Task: Group oral presentation

Group meeting to plan presentation - record on Oral Presentation Planning Sheet




Skills Focus – Using Visual Aids Google Slides

Watch and discuss Youtube “Life after Death by Powerpoint”

Analyse models of effective and less effective slides

Assessment Task - Group Oral Presentation:

Group meeting to continue research, plan presentation

Start creating Google Slides – each group member to participate (evidence of participation in Google Drive)

E1 E2



Watch & discuss Barack Obama speech “We’re building Iron Man”

Watch & analyse“ Presenting like Steve Jobs”

Steve Job's- iPhone 2007 presentation (10mins of a 1 hour presentation)

Assessment Task: Group Oral Presentation:

edit Google Slides – each group member to participate , final planning and rehearsal of oral presentations 

E1 E2



Assessment Task:   Group Oral Presentation

Deliver Group Oral Presentations in class

Conduct Peer evaluations


E2 E3


Assessment Task:   Group Oral Presentation

Write Reflective Journal  Blackboard using DIEP structure

Learning Lab Reflective Journal


E2 E3


Set up Assessment Task: Formal Tutorial


E1 E2





Assessment Task: Formal Tutorial

Define/discuss lectures & tutorials

Language for tutorials/group discussion

Roles of  facilitator and participant

Participate in practice tutorial

E1 E2





Assessment Task: Formal Tutorial

Review tutorial schedule for Week 16

Formal Tutorial Practice:

Read & take notes from academic texts

Divide class into small groups: take turns to facilitate & participate in a practice tutorial






Assessment Task : Formal Tutorial

Read/watch tutorial texts for allocated tutorial session and take detailed notes

Prepare a list of questions to ask as the facilitator – check with teacher






Assessment Task: Formal Tutorial

Facilitate a 15 minute tutorial discussion about chosen topic

Participate in  other tutorial discussions

Peer evaluation and response

E2 E3










Learning Resources

Prescribed Texts


Other Resources


There are no set texts for this course however it is recommended that you have:

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


Overview of Assessment


This competency is 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 throughout the course. Assessment tasks will require you to demonstrate the application of knowledge and skills through practical projects and/or written tasks.


Both verbal and written feedback will be provided throughout the semester, as well as individual and group feedback on practical exercises.

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 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:;ID=qwxbqbg739rl1

Assessment Tasks

Assessment will take place throughout the course.Your work is assessed on a competent (CA)/not yet competent (NYC) basis.

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 assessments:

Assessment Task: Groupwork Planning

Assessment Task: Group Oral Presentation

Assessment Task: Formal Tutorial


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.

Note: For information about grade average and articulation into other RMIT courses see ’Other Information’.

 Cover Sheets
You must complete a submission cover sheet for every piece of work submitted in hardcopy. 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

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 Program co-ordinator. An assessment matrix will be available on myRMIT

Other Information

Your course 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 successfully complete this course.

Student Progress

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

Student program policy

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. 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

Academic Integrity and Plagiarism
RMIT University has a strict policy on plagiarism and academic integrity. Please refer to the Academic Integrity and Plagiarism policy

Course Overview: Access Course Overview