Course Title: Post-beginner reading and writing skills for story texts

Part B: Course Detail

Teaching Period: Term1 2012

Course Code: GEDU5475

Course Title: Post-beginner reading and writing skills for story texts

School: 360T Education

Campus: Brunswick Campus

Program: C2166 - Certificate II 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: 60

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 stories, ie recounts and narratives. It includes understanding the events and identifying the writer’s intention in writing the story. The course/module also includes the skills required to write a recount. This recount should deal with familiar but not necessarily highly familiar day-to-day events. Recounts which deal with highly familiar events are addressed in Certificate I in Spoken and Written English.

National Codes, Titles, Elements and Performance Criteria

National Element Code & Title:

CSWEIIK Post-beginner reading and writing skills for story texts


Demonstrate understanding of a written story

Performance Criteria:

1.1 Demonstrate understanding of topic/participant/s

1.2 Demonstrate understanding of events and their sequence

1.3 Demonstrate understanding of descriptive language


Write a recount

Performance Criteria:

2. 1 Plan and write a recount of approximately 100 words or more

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

2.2 Use appropriate staging, ie orientation, sequence of events and optional reorientation

2.3 Use paragraphs to organise text

2.4 Construct sentences using dependent and independent clauses

2.5 Use conjunctions to indicate reason and time, eg because, so, when

2.6 Use simple reference appropriately

2.7 Use time and location markers, eg first, finally, after that, beside, near

2.8 Construct noun groups, eg many photos, two enormous whales, a hot humid day

2.9 Use different past-tense verbs

2.10 Use vocabulary appropriate to topic

2.11 Use punctuation to support meaning

2.12 Spell familiar words accurately

2.13 Produce 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 1-1+

Details of Learning Activities

Evidence may be gathered through, eg

  • collection of learner documents
  • verbal and/or written questioning

Teaching Schedule

This is a 20 week program:
Program Dates: 30 January -28 June 2012
Term break: Fri 30 March -Fri 13 April, 2012

Public holidays: Mon 12 March (Labour Day), Fri 6 April (Good Friday)Wed 25 April (ANZAC DAY) Mon 11 June 2012 (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

  • collection of learner documents
  • verbal and/or written questioning

Assessment Matrix

Course Overview: Access Course Overview