Course Title: Evaluate pathway options, design a learning plan and compile a portfolio

Part B: Course Detail

Teaching Period: Term1 2013

Course Code: EMPL5869

Course Title: Evaluate pathway options, design a learning plan and compile a portfolio

School: 360T Education

Campus: City Campus

Program: C3203 - Certificate III in General Education for Adults

Course Contact : Baia. Tsakouridou

Course Contact Phone: +61 3 9925 44 88

Course Contact

Name and Contact Details of All Other Relevant Staff

Tim Morris 94.3.16 email: 
Marcelle Damicoucas 94.3.16 email:

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

The focus of the unit is to evaluate pathway options and plan skills development; design, implement and monitor a learning plan; and compile a portfolio of evidence.

This unit is designed to meet the needs of learners with personal, learning, employment and community participation goals.

National Codes, Titles, Elements and Performance Criteria

National Element Code & Title:

VBQU155 Evaluate pathway options, design a learning plan and compile a portfolio


1 Identify potential pathways

Performance Criteria:

1.1 A broad range of options is considered
1.2 Sources of information about options are identified
1.3 Information about possible options is accessed and noted
1.4 Options are evaluated in relation to own interests, skills and


2 Clarify learning goals

Performance Criteria:

2.1 Learning goals are identified and prioritised in relation to
identified options
2.2 Current skills and knowledge are evaluated against goals
2.3 Learning styles are explored
2.4 Own personal learning context is discussed in relation to
achieving identified goals
2.5 Program options to support the learner are discussed.


3 Design and implement an individual learning plan.

Performance Criteria:

3.1 The purpose and features of an individual learning plan are
3.2 The processes for developing an individual learning plan are
3.3 The individual learning plan is documented


4 Prepare portfolio of completed work samples

Performance Criteria:

4.1 Possible audiences and uses for the portfolio are explored
4.2 Requirements of the portfolio are confirmed
4.3 Types of evidence selected are evaluated
4.4 Examples of evidence are evaluated and assembled for
4.5 Feedback on the effectiveness of the portfolio is sought from
advisors and responded to


5 Monitor and update the individual learning plan.

Performance Criteria:

5.1 Progress towards end-of-course goals and objectives is
critically evaluated
5.2 Barriers and factors which contributed to success in meeting
goals are acknowledged
5.3 Learning strategies which can be applied to other contexts are
5.4 Individual learning plan is evaluated and redrafted as
5.5 Feedback on the effectiveness of the program is provided. ples of evidence are evaluated and assembled for

Learning Outcomes

Learners needs and expectations require a focus on individual learner objectives such as:

  • improved language, literacy and numeracy skills
  • new skills and knowledge
  • specific competencies
  • target qualifications
  • new career
  • career advancement

Learner objectives may also include:
• information and advice on courses, learning programs, qualifications and assessment
• individualised learning support systems

Details of Learning Activities

Learning Activities
This unit is part of Certificate III in General Education for Adults 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.


You are encouraged to read a wide range of texts relevant to the study context.

You will cover: employability skills, course and career research.

Teaching Schedule

Program Dates: Mon 11 February – Fri 21 June 2013

Term Break: Fri 29 March – Fri 5 April 2013

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

This unit of competency is taught within an integrated program. The assessment tasks have been put in bold to match the unit of competency. The assessment tasks will also cover other units within the course.

Teaching Schedule

Cert III CGEA Semester 1 2013.

Evaluate pathways options,design a learning plan and compile a portfolio (VBQU155)
Design and review a Project (VBQU186)
Engage with a range of complex text for personal purposes (VBQU156)
Engage with a range of complex text for learning purposes (VBQU157)
Create a range of complex texts for personal purposes
Create a range of complex texts for Learning purposes (VBQU161)
Investigating Current Issues (VBQM484)
Investigate, numerical and statistical information (VU30813)
Investigate and use simple mathematical formula for problem solving techniques (VU20814)
1Learning plan

SWOT analysis

  News analysis.  News analysis  
2   News analysis.  News analysis  
3 Charity
Morning tea.
Narrative &
Character description
News analysis.Narrative &
Character description
 News analysis  
4Resume research &
Canvass letter writing
Morning tea
 Resume research &
Canvass letter writing

Resume research &
Canvass letter writing

News analysis paragraph  
5 Charity morning tea.    Advertising analysis paragraph  
8Progress interview.
Assessing learning goals
9  Essay- text response.
Short story
Advertising with Harvard references
Essay- text response.
Short story.
Advertising with Harvard references
 Task 1:

Problem Solving

Task 1:

Problem Solving

12 Survey writing projectRead & create PowerPoint slides. Read & create PowerPoint slides.    
13Future course career research & interview
  Future course career research & interview
 Future course career research & interview
14      News analysis  
16Pathway review
17 Group oral presentation Report research&
Writing with Harvard reference
 Report research&
Writing with Harvard reference
 Task 2:

Problem solving and Statistics

Task 2:

Problem solving and Statistics


**The teaching schedule maybe subject to change. Students will be advised via Blackboard and in class should changes occur.

Teaching 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
• 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 (We ask that you do not use a translation 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 delivered as 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.

You may be assessed by:

  • Course and career research pathway
  • Cover letter and resume writing
  • Face to face course/job interview

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.
Generic statements for Overview of Assessment section
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.

Summative Assessment tasks:

• Documentation of portfolio

• Documentation of course & career research
• Role play interview

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.

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 student co-ordinator. An assessment matrix will be available on MyRMIT.

Course Overview: Access Course Overview