Course Title: Research pathways and produce a learning plan and portfolio

Part B: Course Detail

Teaching Period: Term1 2013

Course Code: GEDU5517

Course Title: Research pathways and produce a learning plan and portfolio

School: 360T Education

Campus: City Campus

Program: C4243 - Certificate IV 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

Jane Collins  94.3.16   email: jane.collins@rmit.edu.au
 
Melanie Kyle  94.3.16   email: melanie.kyle@rmit.edu.au
 
Caroline McEnroe  94.3.22   email: caroline.mcenroe@rmit.edu.au

Lucy Annetta 94.3.16 email lucy.annetta@rmit.edu.au

Marcelle Damicoucas 94.3.16 email marcelle.damicoucas@rmit.edu.au

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

None

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:

VBQU142 Research pathways and produce a learning plan and portfolio

Element:

1Identify potential pathways

Performance Criteria:

1.1A range of options is discussed with an appropriate advisor
1.2Information about possible options is accessed and noted

Element:

2 Clarify learning goals

Performance Criteria:

2.1 Learning goals are identified in relation to learning options
2.2 Additional skills requirements are explored
2.3Any gaps in current skills are identified
2.4Preferred learning styles are identified
2.5Previous skills are discussed in relation to achieving goals

Element:

3 Design and implement an individual learning plan

Performance Criteria:

3.1The purpose of an individual learning plan is discussed
3.2The features of an individual learning plan are clarified
3.3The processes for developing an individual learning plan are determined
3.4The individual learning plan is documented and signed off by all parties
 

Element:

4 Prepare portfolio of completed work samples

Performance Criteria:

4.1 Possible audiences and uses for the portfolio are identified
4.2 Requirements of the portfolio are identified
4.3 Types of evidence selected are discussed
4.4 Examples of evidence are assembled for portfolio

Element:

5 Monitor and update the individual learning plan

Performance Criteria:

5.1 Progress towards end-of-course goals and objectives is reviewed regularly
5.2 Factors which contributed to success in meeting goals are acknowledged
5.3 Barriers to success are appraised


Learning Outcomes


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 3+ and Writing 3+
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.


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.

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

You will:
• read, analyse and review tertiary education websites and brochures
• identify potential pathways

WRITING

You will:
• design and implement an individual learning plan
• prepare a portfolio of completed work samples


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 IV in ESL Access
 

 WEEK Unit of competency
GEDU5517
VBQU142 Research pathways and produce a learning plan and portfolio 
 
 Unit of competency

LANG5599
VPAU506 Analyse and participate in complex conversations
 

 Unit of competency

LANG5601
VPAU507 Give and respond to a wide range of oral presentations and instructions
 

 Unit of competency

LANG5600
VPAU508
Read and write a range of complex or extended texts
 

 Unit of competency

LANG5602
VPAU510 read and write extended creative texts
 

 Unit of competency

COSC5972
BSBCMN213A: Produce simple word processed documents
 

 Unit of competency

HUSO5154
VPAM543
Australian environment
 

 Unit of competency

HUSO5158
VPAM547
Australian art and culture
 

  ASSESSMENT ASSESSMENT ASSESSMENT ASSESSMENT ASSESSMENT ASSESSMENT ASSESSMENT ASSESSMENT
 1Parts 1& 2
Research pathways and produce a learning plan and portfolio
 
     Parts 1& 2
Research pathways and produce a learning plan and portfolio
 
  
 2 Part 3
Research pathways and produce a learning plan and portfolio
 
     Part 3
Research pathways and produce a learning plan and portfolio
 
  
 3 Part 4
Research pathways and produce a learning plan and portfolio
 
  Give and respond to instructions relating to the navigation of a website assessment   Part 4
Research pathways and produce a learning plan and portfolio
 
  
 4  Read, analyse and discuss current affairs texts
assessment

Film review
 

 Read, analyse and discuss current affairs texts
assessment

Give and respond to instructions relating to the navigation of a website assessment

Film review
 

  Critically read creative texts
Task 1
 
   Film review
 5   Give and respond to instructions relating to the navigation of a website assessment Critically read formal letters for a range of purposes  Describe and compare Australia’s physical features & climate with another country Describe and compare Australia’s physical features & climate with another country 
 6 Part 5
Research pathways and produce a learning plan and portfolio
 
 Analyse & participate in complex conversations Task 1    Part 5
Research pathways and produce a learning plan and portfolio
 
  
 7  Film Project Film Project Film Project Write imaginative/reflective texts Task 1 Film Project  Film Project
 8  Read, analyse and discuss current affairs texts
assessment
 
 Read, analyse and discuss current affairs texts
assessment
 
     
 9        
 10    Academic essay   Academic essay 
 11  Analyse & participate in casual conversations for a purpose (charity afternoon tea   Critically read creative texts
Task 2
 
   
 12  Analyse & participate in casual conversations for a purpose (charity afternoon tea      
 13  Analyse & participate in casual conversations for a purpose (charity afternoon tea Demonstrate critical understanding of extended oral presentation     Demonstrate critical understanding of extended oral presentation
 14        
 15  Analyse & participate in complex conversations
Task 2
 
   Write imaginative or reflective texts
Task 2
 
   
 16    Research report: Australian visual art  Research report: Australian visual art  Research report: Australian visual art
 17   Group oral presentation Australian visual art     Group oral presentation Australian visual art
 18        

**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


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 assessment: Research pathways and produce a learning plan and portfolio

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