Course Title: Use high-level communication skills in the education workplace
Part B: Course Detail
Teaching Period: Term2 2013
Course Code: EMPL5849C
Course Title: Use high-level communication skills in the education workplace
School: 360T Education
Campus: City Campus
Program: C4282 - Certificate IV in Education Support
Course Contact : Robyn Blaikie
Course Contact Phone: +61 3 9925 4838
Course Contact Email:robyn.blaikie@rmit.edu.au
Name and Contact Details of All Other Relevant Staff
Fiona Dean: Teacher
Ph: 9925 4650
fiona.dean@rmit.edu.au
Nominal Hours: 50
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
No specific pre-requisite and co-requisite.
Course Description
This course is for students to gain the skills and knowledge required for education support workers to communicate effectively with education professionals, colleagues, students, parents and community representatives. This course is applicable to education workers in contexts where high level communication is required for a broad range of duties in a variety of education environments.
National Codes, Titles, Elements and Performance Criteria
National Element Code & Title: |
CHCEDS411A Use high-level communication skills in the education workplace |
Element: |
1. Use clear oral and written communication |
Performance Criteria: |
1.1 Ensure instructions are clear and concise for the intended audience and task |
Element: |
2. Contribute to the development of effective communication within the education organisation |
Performance Criteria: |
2.1 Consider special communication needs in developing strategies to avoid discrimination |
Element: |
3. Represent the education organisation to an audience as directed by teacher |
Performance Criteria: |
3.1 Select, prepare and present information to promote the education organisation in an accurate way |
Element: |
4. Facilitate formal and informal discussions and meetings as directed by teacher |
Performance Criteria: |
4.1 Adhere to agreed venue and times when conducting formal discussions |
Element: |
5. Produce quality written material |
Performance Criteria: |
5.1 Present written documents in a logical and sequential way that matches the audience and purpose |
Learning Outcomes
The learning outcomes are for students to gain the skills and knowledge required for education support workers to communicate effectively with a variety of people; for example: education professionals, colleagues, students, parents and community representatives.
Details of Learning Activities
Learning Activities
The student learning experience will be facilitated through participation in a range of activities:
Group discussion
Guest speakers
Oral and/or written questions on "What if?" scenarios
Individual and group projects - Completion of Projects will include negotiated independent study time and practical work relevant to the unit of competency.
Realistic simulations and role play
Practical demonstrations and direct observation of actual work and simulated work practice
Oral Presentations
Teaching Schedule
Please note: While your teacher will cover all the material in this schedule, the weekly order is subject to change depending on class needs and availability of speakers and resources.
Semester 1
Week 1-4
Identifying relevant legislative, policy and standards regulating working with children and
young people
Occupational health and safety (OHS), behaviour support and anti-discrimination regulating
working with children and young people
Discussion, Q&A activities, Evidence Guide
Week 5-8
Identifying legislative and policy requirements relevant to specific job roles
Reporting processes, collecting data to inform education support role, relevant written
documentation
Assignment 1 – Q&A
Week 9-12
Effective oral and written techniques in the workplace
Using clear oral and written communication; e.g consider audience and purpose
Adjusting methods and style to cater to specific audience
Interpreting complex information to make it meaningful to others
Discussion, Q&A activities
Week 13-16
Contributing to the development of effective communication within a specific organisation; e.g.
education, community organisation
Considering special communication needs in developing strategies to avoid discrimination
Identifying organisation requirements for correspondence and published materials
Working with supervisor as assistant
Week 17-20
Using a variety of communication channels to inform relevant work personnel and external
audiences of relevant information under direction of supervisor
Discussion, Q&A activities
Progress interview – Evidence guide, Assignment 1, Evidence of practical experience using high-level communication skills in the education/community workplace ; e.g Observation/Demonstration, Third party
Semester 2
Week 1-4
Contributing to the development of effective communication within a specific organisation
Using a variety of communication channels to inform specific audience using effective
listening skills
Considering special communication needs in developing strategies to avoid discrimination
Producing relevant written material for specific audience
Discussion, Q&A activities
Week 5-8
Evaluating and revising communication skills to ensure they are effective
Promoting the use of effective listening skills within the education/community workplace
Facilitating formal and informal discussions and meetings as directed by relevant
staff/supervisor
Discussion, Q&A activities
Assignment 2 – Scenarios
Week 9-12
Representing an educational/community organisation to an audience as directed by relevant
staff/supervisor
Selecting, preparing and presenting information to promote the relevant organisation in an
accurate way
Delivering presentations
Using electronic and other media to enhance presentations
Verbal and non-verbal communication; matching body language and verbal messages
Respecting and considering differences of opinion
Discussion, Q&A activities
Project – Presentation (oral and/or written)
Week 13-16
Delivering presentations
Using electronic and other media to enhance presentations
Respecting and considering differences of opinion
Cultural awareness
Discussion, Q&A activities
Week 17-20
Facilitating formal and informal discussions and meetings as directed by supervisor
Setting and following agendas/objectives for meetings and discussions
Identifying and catering for specific communication needs of participants
Reflection of own experiences using high-level communication skills in the education workplace
Assessment interview – review folio of final assessments e.g :
Evidence Guide, Assignment 1 and 2, Evidence of practical experience using high-level communication skills in the education/community workplace, e.g Observation/Demonstration, Third party, Project – Presentation (oral and/or written)
Learning Resources
Prescribed Texts
References
Other Resources
Overview of Assessment
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:
• Direct observation of actual and simulated work practice
• Oral or written questioning
• Assignments and projects
• Presentation of a portfolio of evidence which may comprise documents, and/or photographs and/or video and audio files
• Review of products produced through work-based or course activities
• Third-party feedback from a work supervisor/employer
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.
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 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:
• Direct observation of actual and simulated work practice
• Oral or written questioning
• Assignments and projects
• Presentation of a portfolio of evidence which may comprise documents, and/or photographs and/or video and audio files
• Review of products produced through work-based or course activities
• Third-party feedback from a work supervisor/employer
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.
Assessment Matrix
The assessment matrix demonstrates alignment of assessment tasks with the relevant Unit of Competency. These are available from the course contact person (stated above).
Course Overview: Access Course Overview