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
1.2 Adjust communication methods and style to cater for individual and cultural difference
1.3 Seek and provide clarification of communications when necessary
1.4 Interpret complex information to make it meaningful to others
 

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
2.2 Evaluate and revise communication skills to ensure they are effective
2.3 Use a variety of communication channels to inform staff, students, parents and external audiences of relevant information under direction of teacher
2.4 Promote the use of effective listening skills in within the education community
 

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
3.2 Deliver presentations in a clear and sequential manner, within time constraints
3.3 Use electronic and other media to enhance presentations
3.4 Invite participation from the audience to enhance the presentation where appropriate
3.5 Express ideas clearly and concisely, with language adjusted to meet audience needs
3.6 Match body language and verbal messages
3.7 Respect and consider differences of opinion in a manner that encourages and values the contributions of others
 

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
4.2 Set and follow agendas/objectives for meetings and discussions
4.3 Provide relevant information in advance to participants to facilitate meeting outcomes
4.4 Identify and acknowledge contributions from all participants
4.5 Use effective questioning, speaking, listening and non-verbal communication techniques
4.6 Identify and cater for specific communication needs of participants
 

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
5.2 Write documents in a clear and succinct manner
5.3 Write materials to conform to the education organisation standards
5.4 Construct documents using current organisation templates, guidelines and terminology
5.5 Present alternative views, approaches, and options for consideration by the reader
5.6 Formulate conclusions based on facts contained within documents
5.7 Align recommendations with presented information
5.8 Acknowledge references using the recognised reference standard of the education organisation
 


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