Course Title: Beginner reading and writing skills for descriptions

Part B: Course Detail

Teaching Period: Term1 2013

Course Code: GEDU5450

Course Title: Beginner reading and writing skills for descriptions

School: 360T Education

Campus: Brunswick Campus

Program: C1055 - Certificate I in Spoken and Written English

Course Contact : Jennifer Chamberlain

Course Contact Phone: +61 3 9925 9476

Course Contact

Name and Contact Details of All Other Relevant Staff

Nominal Hours: 90

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


Course Description

This course/module covers the skills required to read and write descriptions. It focuses on grammatical features such as simple independent clauses, present tense, pronouns and noun groups, as well as vocabulary acquisition, spelling and punctuations.

National Codes, Titles, Elements and Performance Criteria

National Element Code & Title:

CSWEIG Beginner reading and writing skills for descriptions


Demonstrate understanding of a short written description

Performance Criteria:

1.1 Identify context/topic
1.2 Identify specific features of a person, place or thing


Write a short description

Performance Criteria:

2.1 Write a description of at least 40 words or more

Some errors may occur but these must not interfere with intended meaning.

2.2 Describe at least 4 features of a person, place or thing

2.3 Construct simple independent clauses

2.4 Use high-frequency conjunctions to join independent clauses, eg and, but

2.5 Use verb forms in the present tense, eg has, hasn't, is, isn't

2.6 Construct noun groups, eg black hair, a small flat

2.7 Use personal pronouns appropriately

2.8 Use vocabulary appropriate to topic

2.9 Spell highly familiar words accurately

2.10 Use punctuation to support meaning

2.11 Produce mostly legible text, either typed or handwritten


Learning Outcomes

The outcomes described in this unit relate to:
Performance criteria of 2 learning outcomes
The ISLPR (International Second Language Proficiency Ratings) descriptors 0+-1-

Details of Learning Activities

Evidence may be gathered through, eg

  • verbal or written questioning
  • collection of learner documents
  • checklists

Teaching Schedule

Program dates: 29th January, 2013 to 28th June, 2013

Term Break: Fri 29th March - 12th April, 2013

Public holidays:Mon 11 March (Labour Day), Fri 29 March (Good Friday),Wed 25 April (ANZAC Day), Mon 10 June 2013 (Queen’s Birthday)

Your program is made up of:
• Orientation
• Learning activities
• Guest speakers
• Excursions

All students will be inducted. The induction includes

AMEP handbook outlining student rights and responsibilities, grievance procedure and services information about student services, rights and responsibilities is contained in student diary.
Orientation to RMIT Libraries (library tour & on line catalogue introduction) and campus facilities

Learning Resources

Prescribed Texts


Other Resources


There are no set texts in this course learning materials are provided by the teachers
but it is recommended that you bring
• Display folder with plastic sleeves
• Notebook or loose leaf paper
Writing materials


Overview of Assessment

This course is part of a full-time integrated program. Learner performance is assessed against specific criteria that describe a standard of performance. The criteria allows the learner to participate actively in the assessment process. The learner is given as many opportunities as practicable to achieve each outcome.
Learner is clearly informed that assessment is taking place and feedback on performance is given for each assessment.
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 charter ( 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 which are described and referenced in a single document:;ID=ln1kd66y87rc

Assessment Tasks

Assessments may be gathered through, eg

  • verbal or written questioning
  • collection of learner documents
  • checklists

Assessment Matrix

Course Overview: Access Course Overview