Course Title: Develop and document a learning plan and portfolio with guidance

Part B: Course Detail

Teaching Period: Term1 2012

Course Code: EMPL5868

Course Title: Develop and document a learning plan and portfolio with guidance

School: 360T Education

Campus: Brunswick Campus

Program: C2180 - Certificate II in ESL (Access)

Course Contact : Baia Tsakouridou & Bloss Robertson

Course Contact Phone: +61 3 9925 4488

Course Contact &

Name and Contact Details of All Other Relevant Staff

Nominal Hours: 20

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

The focus of this unit is to identify and document current skills and plan future skills development with the guidance of an appropriate support person, and to develop and maintain a portfolio. This unit is designed to meet the needs of learners with personal, learning, employment and community participation goals. Learners needs and expectations require a focus on individual learner objectives such as:
•improved language, literacy and numeracy skills
•new skills and knowledge

National Codes, Titles, Elements and Performance Criteria

National Element Code & Title:

VBQU117 Develop and document a learning plan and portfolio with guidance



Performance Criteria:

1 Clarify learning goals
1.1 Own learning goals are identified with guidance from appropriate support person / s
1.2 Current skills and knowledge are compared with identified goals
1.3 Factors which may impact on learning are discussed in relation to identified goals
1.4 Supporting resources are identified

2 Document an individual learning plan
2.1 The purpose of an individual learning plan is noted
2.2 The features of an individual learning plan are identified
2.3 The processes for developing an individual learning plan are followed.
2.4 The individual learning plan is documented using an established template

3 Prepare portfolio of completed work samples
3.1 Purposes of the portfolio are identified
3.2 Types of evidence required are noted
3.3 Purpose of evidence is discussed
3.4 Examples of evidence are collected and arranged in the required format

4 Monitor and update the individual learning plan.
4.1 Progress towards end of course goals and objectives is reviewed regularly with appropriate support person
4.2 Individual learning plan is amended as needed
4.3 Progress against Individual Learning Plan is acknowledged by all parties

Learning Outcomes

The outcomes described in this unit relate to:

Performance criteria of all four elements
The ISLPR (International Second Language Proficiency Ratings) descriptors for Reading and Writing. They contribute directly to the achievement of ISLPR Reading 2 and Writing 2


the Australian Core Skills Framework (ACSF) They contribute directly to the achievement of ACSF indicators of Reading and Writing competence at Level 2

Details of Learning Activities

This unit is part of Certificate IV in ESL (Access) which is an integrated program. This means that you will study this unit with several other units on the same day. Your program consists of Face to Face teaching and Directed Study. Your program will have a minimum of 8 hours Directed Study per week. You are not required to attend to complete Directed Study, however you are expected to complete all work given and will at times be required to show evidence that the work has been completed in this unit. This is a very important part of your program and we ask that you do 4-5 hours on your non attendance day and at least 1 hour each evening to cover all the units in the program. An outline of your Directed Study is published each week in the Weekly Program Delivery Plan.

This unit covers in part the reading and writing macro skills addressed in the whole certificate.
 Learning activities:
guest speakers re pathways
group work
surveys to identify own learning goals and barriers to learning

Teaching Schedule

Program Dates: Mon 6 February – Fri 15 June 2012
Term Break: Mon 9 April – 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)
Teachig Schedule: This course will be delivered weekly. The times will be outlined in the program delivery plans which are updated each week.
Your program is made up of:
• Orientation
• Learning activities
• Mid semester review
• Guest speakers
• Excursions
• Exit review
All students will be inducted. The induction includes
• Program Guide & Student Diary
• Student Rights and Responsibilities
• Explore RMIT ( an orientation to the university and its services)
• Orientation to RMIT Libraries (library tour & on line catalogue introduction)
• RMIT Online Systems Information Session

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

Learning Resources

Prescribed Texts


Other Resources

There are no set texts in this course, but it is recommended that you bring
• English-English dictionary
• Thesaurus
• Display folder with plastic sleeves
• Highlighter pens
• Notebook or loose leaf paper
• Headphones (use your own or they can be purchased from the Carlton Library very cheaply)
• USB (Memory stick)

Overview of Assessment

This course is part of a full-time integrated program. You must demonstrate an understanding of all the 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 reading and writing a news article, online text, poster/flyer class report/project, classroom tasks, homework and mid-term interviews.


Feedback will be provided throughout the semester in class both oral and written, 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 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

Assessment will take place throughout the course. Your work is assessed on a competent (CA)/not yet competent (NYC) basis – it is not graded. 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.
Assessment tasks:
Summative Assessment:

Assessment tasks:
verbal questioning
collection of work samples

Formative assessments:
Ongoing observations, summaries and review of student work

Assessment Matrix

Course Overview: Access Course Overview