Course Title: Use high-level communication skills in the education workplace
Part B: Course Detail
Teaching Period: Term1 2014
Course Code: EMPL5974C
Course Title: Use high-level communication skills in the education workplace
School: 360T Education
Campus: City Campus
Program: C4326 - 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
fions.dean@rmit.edu.au
9925 4650
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 deals with the skills and knowledge required to for education support workers to communicate effectively with education professionals, colleagues, students, parents and community representatives.
National Codes, Titles, Elements and Performance Criteria
National Element Code & Title: |
CHCEDS411B Use high-level communication skills in the education workplace |
Element: |
1. Use clear oral and written communication |
Performance Criteria: |
1. Use clear oral and written communication |
Element: |
2. Contribute to the development of effective communication within the education organisation |
Performance Criteria: |
2. Contribute to the development of effective communication within the education organisation |
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
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. Thiscourse applies to work undertaken with appropriate guidance, support and supervision by a nominated teacher or other education professional. On successful completion of this course, you will have developed and applied the skills and knowledge required to demonstrate your competency in the above elements.
Details of Learning Activities
The student learning experience will be facilitated through participation in a range of activities:
Group discussion
Research assignments
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
Your program consists of a combination of learning activities through a range of delivery methods including: face to face teaching, online activities and Directed Study and you are expected to participate in professional placement. You work independently 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.
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, relevant to specific job roles
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
Reporting processes, collecting data to inform education support role, relevant written
documentation
Effective oral and written techniques in the workplace
Using clear oral and written communication; e.g consider audience and purpose
Discussion, Q&A activities
Project 1 – Q&A
Week 9-12
Adjusting methods and style to cater to specific audience
Interpreting complex information to make it meaningful to others
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
Discussion, Q&A activities
Scenarios
Week 13-16
Identifying organisation requirements for correspondence and published materials; using relevant referencing standards
Working with supervisor as assistant
Using a variety of communication channels to inform specific audience; relevant work personnel and external audiences of relevant information under direction of supervisor
Discussion, Q&A activities
Oral presentation (oral and/or written)
Week 17-18
Reflection of own experiences using high-level communication skills in the education workplace
Discussion, Q&A activities
Assessment interview – review folio of final assessments e.g :
Evidence Guide, Project 1, Evidence of practical experience using high-level communication skills in the education/community workplace, e.g Observation/Demonstration, Third party, Oral Presentation (oral and/or written)
Semester 2
Week 1-4
Contributing to the development of effective communication within a specific organisation
Considering special communication needs in developing strategies to avoid discrimination
Producing relevant written material for specific audience
Discussion, Q&A activities, Evidence Guide
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
Selecting, preparing and presenting information to promote the relevant organisation in an
accurate way
Using electronic and other media to enhance presentations
Discussion, Q&A activities
Project 2 – Scenarios/Q&A/Oral presentation
Week 9-12
Using electronic and other media to enhance presentations
Representing an educational/community organisation to an audience as directed by relevant
staff/supervisor
Verbal and non-verbal communication; matching body language and verbal messages
Cultural awareness and respecting and considering differences of opinionDiscussion, Q&A activities/scenarios
Week 13-16
Setting and following agendas/objectives for meetings and discussions
Representing an educational/community organisation to an audience as directed by relevant
staff/supervisor
Discussion, Q&A activities
Oral presentation (oral and/or written)
Week 17-18
Reflection of own experiences using high-level communication skills in the education workplace
Discussion, Q&A activities
Assessment interview – review folio of final assessments e.g :
Evidence Guide, Project 1 and 2, Evidence of practical experience using high-level communication skills in the education/community workplace, e.g Observation/Demonstration, Third party, Oral Presentation (oral and/or written)
Learning Resources
Prescribed Texts
References
Other Resources
TEXTS AND EQUIPMENT
There are no set texts in this unit. RMIT will provide you with resources and tools for learning in this course through handouts, our online systems and access to facilities and relevant software. You will also have access to the library resources. It is recommended that you bring:
• Display folder with plastic sleeves
• Highlighter pens
• Notebook or loose leaf paper
• Headphones (use your own or they can be purchased from the City/Brunswick Library)
• USB (Memory stick)
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
• Work-based 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. Assessments tasks may include other Units of competency from the program.
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