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

Part B: Course Detail

Teaching Period: Term2 2013

Course Code: GEDU5517

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

School: 360T Education

Campus: City Campus

Program: C4245 - Certificate IV in ESL (Further Study)

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

Melanie Kyle 94.3.16 email: melanie.kyle@rmit.edu.au

Tim Morris 94.3.16 email: tim.morris@rmit.edu.au

Melanie Reynolds 94.3.16 email: melanie.reynolds@rmit.edu.au

Caroline McEnroe 94.3.22 email: caroline.mcenroe@rmit.edu.au

Betty Koklanis 94.3.16 email: betty.koklanis@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:	1.1 A range of options is discussed with an appropriate advisor 1.2 Information 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 2.3 Any gaps in current skills are identified 2.4 Preferred learning styles are identified 2.5 Previous skills are discussed in relation to achieving goals
Element:	3 Design and implement an individual learning plan
Performance Criteria:	3.1 The purpose of an individual learning plan is discussed 3.2 The features of an individual learning plan are clarified 3.3 The processes for developing an individual learning plan are determined 3.4 The 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 22 July – Fri 6 December, 2013

Term Break: Mon 23 September – Sun 6 October 2013

Public holidays: Tue 5 November (Melbourne Cup Day)

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.
 

 

Week Beginning	VBQU142 Research pathways and produce a learning plan and portfolio
1 22 July	Begin Employability Skills Project Pathways Presentation
2 29 July	Employability Skills Project Pathways: study/career advice, course research, preparing VTAC applications & writing Pi Forms
3 5 August	Employability Skills Project Pathways: study/career advice, course research, preparing VTAC applications & writing Pi Forms
4 12 August	Employability Skills Project Pathways: study/career advice, course research, preparing VTAC applications & writing Pi Forms
5 19 August	Pathways Study/career advice, course research, preparing VTAC applications & writing Pi Forms
6 26 August	Pathways Study/career advice, course research, preparing VTAC applications & writing Pi Forms
7 2 September	Pathways Study/career advice, course research, preparing VTAC applications & writing Pi Forms
8 9 September	Pathways Study/career advice, course research, preparing VTAC applications & writing Pi Forms
9 16 September	Mid semester progress interviews Bring interview questionnaire Research pathways and produce a learning plan and portfolio: Identify potential pathways & clarify learning goals Monitor and update the individual learning plan Present portfolio of completed work samples
10 7 October	Pathways Direct applications, pathways guidance & further study research
11 14 October	Pathways Direct applications, pathways guidance & further study research
12 21 October	Pathways Direct applications, pathways guidance & further study research
13 28 October	Pathways Direct applications, pathways guidance & further study research
14 4 November	Pathways Direct applications, pathways guidance & further study research
15 11 November	Pathways Direct applications, pathways guidance & further study research
16 18 November	Pathways Direct applications,pathways guidance & further study research
17 25 November	Pathways Direct applications, pathways guidance & further study research
18 2 December	Resume Writing, Cover Letters, Interviews and Volunteer Work

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

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

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

Assessment Task 1 Employability Skills Project Due: Weeks 3&4

• This task involves focusing on employability skills and involves researching future career prospects with online guides such as TAFE or university websites or the Job Guide. It involves preparing and planning an individual oral presentation of 5 minutes outlining why an individual should be selected. The task will also encourage reflection with opportunities for peer and self-evaluation after the presentation.

Assessment Task 4 Produce a Learning Plan and Portfolio Due: Week 7

• This is an ongoing task for students to investigate pathways for further study. It encourages self-reflection by analysing learning styles, SWOT analysis and identifying opportunities for skills development and setting and maintaining study goals and the writing of a personal history statement for further study pathways including VTAC. The evidence should be collected and presented in a portfolio.

Assessment Task 6 Mid-Semester Interview and Portfolio of Evidence Week 9

• A formal interview between teacher and student to discuss a variety of matters such as attendance, assessment tasks, further study options, progress and other issues including presentation of a portfolio of evidence.

 

 

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