Course Title: Develop and document a learning plan and portfolio
Part B: Course Detail
Teaching Period: Term1 2013
Course Code: GEDU5936
Course Title: Develop and document a learning plan and portfolio
School: 360T Education
Campus: City Campus
Program: C3231 - Certificate III in ESL (Access)
Course Contact : Baia Tsakouridou & Bloss Robertson
Course Contact Phone: +61 3 9925 4488
Course Contact Email:baia.tsakouridou@rmit.edu.au & bloss.robertson@rmit.edu.au
Name and Contact Details of All Other Relevant Staff
Angela Borrelli 94.3.16 email: angela.borrelli@rmit.edu.au
Karen Gao 94.3.16 email: karen.gao@rmit.edu.au
Marcelle Damicoucas 94.3.16 email:
marcelle.damicoucas@rmit.edu.au
Jane Saunders 94.3.16 email:
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
This unit applies to participants using reading and writing skills in English in a wide range of formal and informal situations. the situations in which these skills are applied are varied, and can be related to contexts such as social and community life, everyday commerce and recreation, workplaces and vocational or study-related fields.
The outcomes described in this unit relates to:
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+
and
the Autralian Core Skills Framework (ACSF). http://www.deewr.gov.au/SKILLS/PROGRAMS/LITANDNUM/ACSF/Pages/default.aspx. They contribute directly to the achievement of ACSF indicators of competence in Reading and Writing at Level 3.
Course Description
This unit of competency describes research, planning and producing a learning plan and the skills and knowledge required by adult learners with language backgrounds other than English.
National Codes, Titles, Elements and Performance Criteria
National Element Code & Title: |
VBQU130 Develop and document a learning plan and portfolio |
Element: |
Element 1Clarify learning goals |
Performance Criteria: |
1.1 Learning goals are identified and prioritised |
Element: |
Element 2 Clarify factors impacting on own learning |
Performance Criteria: |
2.1 Previous experiences in relation to achieving identified goals |
Element: |
Element 3 Document an individual learning plan |
Performance Criteria: |
3.1 The purpose of an individual learning plan is clarified |
Element: |
Element 4 Prepare portfolio of completed work samples |
Performance Criteria: |
4.1 Purposes of the portfolio are discussed |
Element: |
Element 5 Monitor and update the individual learning plan |
Performance Criteria: |
5.1 Progress towards endofcourse goals and objectives is identified |
Learning Outcomes
The outcomes described in this unit relate to Employability skills:
Communication, Team Work, Problem Solving, Initiative and Enterprise, Planning and Organising, Self-management.
Performance will reflect the ACSF indicators of Reading and Writing competence at Level 3 of the Australian Core Skills Framework (ACSF) http://www.deewr.gov.au/SKILLS/PROGRAMS/LITANDNUM/ACSF/Pages/default.aspx
Details of Learning Activities
This unit is part of Certificate III 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.
In this unit you will:
document you individual learning plan,
clarify your goals
identify areas for further skill development
identify your strengths and weakness
prepare a portfolio of work completed during the semster
you will also monitor andupdate your individual learning plan
The revision of important grammatical structures will be incorporated into each activity.
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),Thur 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 in ESL (Access) Semester 1 2013
| WEEK | TOPICS | ASSESSMENT COSC5971C Operate a personal computer (BSBCMN107A) |
ASSESSMENT GEDU5936 Develop and document a learning plan and portfolio VBQU130 |
ASSESSMENT HUSO5151 Use services in the local community (VPAU557) |
ASSESSMENT HUSO5158 Australian Art and Culture (VPAM547) |
ASSESSMENT LANG5595 Engage in casual conversation and straightforward spoken transactions (VPAU502) |
ASSESSMENT LANG5596 Read and write a range of straightforward letters and formatted texts (VPAU504) |
ASSESSMENT LANG5597 Give and respond to a range of straightforward instructions and informational texts (VPAU503) |
ASSESSMENT LANG5598 Read and write a range of informational, instructional and other texts (VPAU505) |
| 1 | |||||||||
| 2 | In class reading assessment – Guardian Weekly (Elementary) |
In class reading assessment – Guardian Weekly (Elementary) |
In class reading assessment – Guardian Weekly (Elementary) |
||||||
| 3 | Informal letter to teacher
|
Informal letter to teacher | Informal letter to teacher | Casual Conversation about Australian Art and Culture/Film | Informal letter to teacher | Informal letter to teacher |
Casual Conversation about Australian Art and Culture/Film
|
||
| 4 | Peer instructions on how to navigate aspects of a computer and RMIT website including email and blackboard
Film Review |
Peer instructions on how to navigate aspects of a computer and RMIT website including email and blackboard
Guest Speaker: |
Guest Speaker: Baia’s pathway talk |
Film Review | Guest Speaker: Baia’s pathway talk |
Guest Speaker: Baia’s pathway talk
Film Review |
|||
| 5 | Guest Speaker: Police talk | Guest Speaker: Police talk | Guest Speaker: Police talk | Guest Speaker: Police talk | Guest Speaker: Police talk | ||||
| 6 | Excursion to North Carlton Neighbourhood House
|
Excursion to North Carlton Neighbourhood House | Casual Conversation about Australian Art and Culture/Film | Excursion to North Carlton Neighbourhood House | Excursion to North Carlton Neighbourhood House | Excursion to North Carlton Neighbourhood House | Excursion to North Carlton Neighbourhood House
|
||
| 7 | Formal letter
Pathways Talk Part 2 – Write and Present a Career Report based on Research
Film Review |
Formal letter |
Formal letter
Pathways Talk Part 2 – Write and Present a Career Report based on Research |
Formal letter | Film Review | Formal letter | Pathways Talk Part 2 – Write and Present a Career Report based on Research | Pathways Talk Part 2 – Write and Present a Career Report based on Research
Film Review |
|
| 8 | Mid Semester Interview | Mid Semester Interview | |||||||
| 9 | |||||||||
| 10 | |||||||||
| 11 | Form Filling – Online Registration
|
Form Filling – Online Registration | Casual Conversation about Australian Art and Culture | Form Filling – Online Registration | Form Filling – Online Registration | ||||
| 12 | Film Review | Film Review | Film Review | ||||||
| 13 | In class reading assessment – Guardian Weekly
|
Guest Speaker: Julie Collins’ talk |
In class reading assessment – Guardian Weekly
|
In class reading assessment – Guardian Weekly
|
|||||
| 14 | Sculpture Walk | Sculpture Walk | Sculpture Walk | Sculpture Walk | Sculpture Walk | ||||
| 15 | Excursion to the State Library of Victoria
|
Excursion to the State Library of Victoria
|
Excursion to the State Library of Victoria
|
Excursion to the State Library of Victoria
|
Excursion to the State Library of Victoria
|
|
Excursion to the State Library of Victoria
|
Excursion to the State Library of Victoria
|
|
| 16 | Oral Presentation on Australian Artist | Oral Presentation on Australian Artist | Oral Presentation on Australian Artist | Oral Presentation on Australian Artist | |||||
| 17 | |||||||||
| 18 |
**The teaching schedule maybe subject to change. Students will be advised via Blackboard and in class should changes occur.
Guest speaker: Julie Collins
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
References
Other Resources
TEXTS AND EQUIPMENT
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 part of a full-time 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 notetaking, summaries,essays, letters and research reports.
Feedback:
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 (http://mams.rmit.edu.au/kh6a3ly2wi2h1.pdf) 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: http://www.rmit.edu.au/browse;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 Assessments
Prepare a portfolio of assessment tasks completed dluring the semester.
A mid term progressive interview/review
A reflective written text of your leanring experiences during the semester.
Formative assessments: ongoing observations, summaries and review of student work
•: ongoing observations, summaries and review of student work
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