Course Title: Support the development of literacy skills

Part B: Course Detail

Teaching Period: Term1 2016

Course Code: TCHE5745C

Course Title: Support the development of literacy skills

School: 360T Education

Campus: City Campus

Program: C5290 - Diploma of Education Support

Course Contact: Robyn Blaikie

Course Contact Phone: +61 3 9925 4838

Course Contact Email: robyn.blaikie@rmit.edu.au

Name and Contact Details of All Other Relevant Staff

Robyn Blaikie robyn.blaikie@rmit.edu.au 99254838
Fiona Dean fiona.dean@rmit.edu.au 99254838

Nominal Hours: 55

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 course deals with the skills and knowledge required by education support workers to provide high level support to students and teachers in all aspects of literacy including the ability to develop resources that will reinforce literacy skills across the curriculum.

National Codes, Titles, Elements and Performance Criteria

National Element Code & Title:	CHCEDS503A Support the development of literacy skills
Element:	1. Provide opportunities to stimulate the student’s language development
Performance Criteria:	1.1 Provide opportunities to listen to language that reflects the age interests and needs of the student 1.2 Use language relevant to the students culture, age, abilities, interests, and needs 1.3 Link the development of language skills to all school activities 1.4 Select resources and strategies to support language skills according to criteria established by the teacher and ensure they are appropriate for age, abilities, interests and needs
Element:	2. Implement a language support program
Performance Criteria:	2.1 Provide a language program according to program specifications , and as directed by, the teacher, speech pathologist or other specialist 2.2 Model language which is appropriate to the audience, the situation, purpose and place 2.3 Use verbal and non-verbal communication methods 2.4 Maintain student confidentiality according to program/school guidelines
Element:	3. Support the student language program
Performance Criteria:	3.1 Extend student competence through conversations, active listening and responding 3.2 Encourage students to express their thoughts and feelings and words 3.3 Provide opportunities for students to explore forms of non-verbal communication 3.4 Provide opportunities for students to interact with others through language 3.5 Monitor students understanding and use of language through listening and conversation to assist teachers with planning 3.6 Demonstrate the different functions of language in interactions with the student 3.7 Use explicit talk to scaffold learning
Element:	4. Assist students with specific communication needs as required
Performance Criteria:	4.1 Identify specific communication needs of the student in consultation with the teacher 4.2 Use alternate communication strategies or techniques according to directions from the teacher 4.3 Promote and encourage integrations and participation in class activities 4.4 Identify and use specialist assistance when required in supporting students
Element:	5. Identify what students do when they read and write
Performance Criteria:	5.1 Identify the generic skills and knowledge required by students to make meaning of texts 5.2 Recognise the links between reading and writing 5.3 Identify and use various genre that may be read 5.4 Recognise reading and writing processes according to teacher specifications and the level of student ability 5.5 Select texts for specific purposes according to criteria developed by the teacher
Element:	6. Implement a reading and/or writing support program
Performance Criteria:	6.1 Implement the reading and/or writing program as directed by the teacher 6.2 Keep a record of student reading and/or writing as directed by the teacher and using established systems of the education organisation 6.3 Create optimum conditions for student development of specific writing skills with guidance from teachers 6.4 Support student learning using accurate terminology as planned with teachers
Element:	7. Support student reading and/or writing program
Performance Criteria:	7.1 Support individual student needs using reading support strategies including explicit talk 7.2 Implement support procedures for students according to reader program and teacher requirements 7.3 Report student reading and/or writing progress regularly to teachers as part of evaluation process 7.4 Determine support strategies to accommodate the students writing and/or reading ability according to teacher guidelines 7.5 Enhance the writing process by using the relationship between reading experiences and writing 7.6 Support students to plan their writing tasks
Element:	8. Support accurate use of spelling, grammar and punctuation
Performance Criteria:	8.1 Encourage students to critically reflect on the effectiveness of their writing 8.2 Demonstrate and encourage the use of resources to provide guidance in writing 8.3 Use strategies to support the student according to teacher evaluation of student needs

Learning Outcomes

Develop the skills and knowledge required by education support workers to provide high level support to students and teachers in all aspects of literacy including the ability to develop resources that will reinforce literacy skills across the curriculum.

Details of Learning Activities

Your program consists of face to face teaching, Unsupervised Directed Study and you are required to participate in 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. 

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

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. 

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.

Week 1
Policy procedures and legislation affecting performance as education support workers
Roles and responsibilities of education support workers and teachers in providing literacy support to students
E1 E2

Week 2
Areas of language development across the chronological periods associated with schools and other learning environments
Culturally based expectations about communication
E1 E2

Week 3
Effective communication strategies for use with students and teachers
Interacting positively with students
E1 E2 E3

Week 4
Stimulating students to speak, taking into account development and culture of the students
E1 E2 E3

Week 5
Identifying what readers do when they read
Understanding support required by developing readers
E1 E2 E3 E4 E7

Week 6
Strategies used to encourage independent and purposeful reading
The relationship between reading and writing
E1 E2 E3 E4 E5 E6

Week 7
Strategies to develop students writing;

Genres and writing styles
E1 E2 E3 E4 E5

Week 8
Applying appropriate strategies to develop students writing
Implementing writing support strategies
E1 E2 E3 E4 E5 E8

Week 9
Providing opportunities to stimulate the student’s language development
Using language relevant to the students culture, age, abilities, interests, and needs

Week 10
Linking development of language skills to all activities
E3 E5 E6 E7 E8

Week 11
Methods to implement a language support program

E3 E5 E6 E7 E8

Week 12
Modelling language appropriate to the audience, the situation, purpose and place

E5 E6 E7 E8

Week 13
Using verbal and non-verbal communication methods
Maintaining student confidentiality according to program/school guidelines
E2 E3

Week 14
Supporting the student language program
Providing opportunities for young people to interact with others through language

E2 E3

Week 15

Providing opportunities for young people to interact with others through language and non- verbal communication
E5 E6 E7 E8

Week 16
Demonstrating the different functions of language in interactions
Assisting young people with specific communication needs as required
E3 E4 E5 E8

Week 17
Supporting young people in reading and/or writing programs
Using strategies to support young people with reading and/or writing programs
E5 E6 E7 E8

Week 18

Issues and challenges supporting supporting the development of literacy skills

E5 E6

Week 19

Reflecting on experiences supporting the development of literacy skills

Learning Resources

Prescribed Texts

References

Other Resources

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

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. You may be assessed by:
• Direct observation of actual and simulated work practice
• Oral or written questioning
• Assignments and projects
• Presentation of a portfolio of evidence which may comprise documents, and/or photographs and/or video and audio files
• Review of products produced through work-based or course 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 coordinator or the Disability Liaison Unit if you would like to find out more.

An assessment policy summarises your responsibilities as an RMIT student as well as those of your teachers.
Your courses assessment conforms to RMIT assessment principles, regulations, policies and procedures see http://www1.rmit.edu.au/students/assessment

Assessment Tasks

Assessment 1: Developing literacy skills assignment (Week 7)

Assessment 2: Oral presentation - Supporting the development of literacy skills - (Week 12)

Assessment 3: Observation and Demonstration in Workplacement (Week 10-18)

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

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.

 

Assessment Matrix

The assessment matrix demonstrates alignment of assessment tasks with the relevant Unit of Competency and with the critical aspects of assessment for each unit. The assessment matrix for units will be available from your teacher and on Blackboard for students to access.

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