Course Title: Support the development of literacy skills

Part B: Course Detail

Teaching Period: Term2 2012

Course Code: TCHE5745C

Course Title: Support the development of literacy skills

School: 360T Education

Campus: City Campus

Program: C5290 - Diploma of 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
fiona.dean@rmit.edu.au
99254650

Nominal Hours: 55

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 by education support workers to provide high level support to students and teachers in all aspects of literacy including the ability to develop resources that will reinforce literacy skills across the curriculum.

National Codes, Titles, Elements and Performance Criteria

National Element Code & Title:	CHCEDS503A Support the development of literacy skills
Element:	1. Provide opportunities to stimulate the student’s language development
Performance Criteria:	1.1 Provide opportunities to listen to language that reflects the age interests and needs of the student 1.2 Use language relevant to the students culture, age, abilities, interests, and needs 1.3 Link the development of language skills to all school activities 1.4 Select resources and strategies to support language skills according to criteria established by the teacher and ensure they are appropriate for age, abilities, interests and needs
Element:	2. Implement a language support program
Performance Criteria:	2.1 Provide a language program according to program specifications , and as directed by, the teacher, speech pathologist or other specialist 2.2 Model language which is appropriate to the audience, the situation, purpose and place 2.3 Use verbal and non-verbal communication methods 2.4 Maintain student confidentiality according to program/school guidelines
Element:	4. Assist students with specific communication needs as required
Performance Criteria:	4.1 Identify specific communication needs of the student in consultation with the teacher 4.2 Use alternate communication strategies or techniquesaccording to directions from the teacher 4.3 Promote and encourage integrations and participation in class activities 4.4 Identify and use specialist assistance when required in supporting students
Element:	8. Support accurate use of spelling, grammar and punctuation
Performance Criteria:	8.1 Encourage students to critically reflect on the effectiveness of their writing 8.2 Demonstrate and encourage the use of resources to provide guidance in writing 8.3 Use strategies to support the student according to teacher evaluation of student needs
Element:	3. Support the student language program
Performance Criteria:	3.1 Extend student competence through conversations, active listening and responding 3.2 Encourage students to express their thoughts and feelings and words 3.3 Provide opportunities for students to explore forms of non-verbal communication 3.4 Provide opportunities for students to interact with others through language 3.5 Monitor students understanding and use of language through listening and conversation to assist teachers with planning 3.6 Demonstrate the different functions of language in interactions with the student 3.7 Use explicit talk to scaffold learning
Element:	5. Identify what students do when they read and write
Performance Criteria:	5.1 Identify the generic skills and knowledge required by students to make meaning of texts 5.2 Recognise the links between reading and writing 5.3 Identify and use various genre that may be read 5.4 Recognise reading and writing processes according to teacher specifications and the level of student ability 5.5 Select texts for specific purposes according to criteria developed by the teacher
Element:	6. Implement a reading and/or writing support program
Performance Criteria:	6.1 Implement the reading and/or writing program as directed by the teacher 6.2 Keep a record of student reading and/or writing as directed by the teacher and using established systems of the education organisation 6.3 Create optimum conditions for student development of specific writing skills with guidance from teachers 6.4 Support student learning using accurate terminology as planned with teachers
Element:	7. Support student reading and/or writing program
Performance Criteria:	7.1 Support individual student needs using reading support strategies including explicit talk 7.2 Implement support procedures for students according to reader program and teacher requirements 7.3 Report student reading and/or writing progress regularly to teachers as part of evaluation process 7.4 Determine support strategies to accommodate the students writing and/or reading ability according to teacher guidelines 7.5 Enhance the writing process by using the relationship between reading experiences and writing 7.6 Support students to plan their writing tasks

Learning Outcomes

Develop the skills and knowledge required by education support workers to provide high level support to students and teachers in all aspects of literacy including the ability to develop resources that will reinforce literacy skills across the curriculum.

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

Teaching Schedule

Semester 1

Week 1-4
Theory – Policy procedures and other legislation affecting performance as education support workers
Roles and responsibilities of education support workers and teachers in providing literacy
support to students
Areas of language development across the chronological periods associated with schools and
other learning environments
Culturally based expectations about communication
Discussion, Q&A activities, Evidence Guide

Week 5-9
Theory – Effective communication strategies for use with students and teachers
Interacting positively with students
Stimulating students to speak, taking into account development and culture of the students
Discussion, Q&A activities,
Project 1 – Research/Q&A

Week 10-14
Theory– Identifying what readers do when they read
Understanding support required by developing readers
Strategies used to encourage independent and purposeful reading

Discussion, Q&A activities

Week 15-18
Theory – The relationship between reading and writing
Strategies to develop students writing; genres and writing styles
Applying appropriate strategies to develop students writing
Implementing writing support strategies
Discussion, Q&A activities
Progress interview – Evidence guide, Q&A activities, Project 1, Evidence of practical experience supporting the development of literacy skills; e.g Observation/Demonstration, Third party

Semester 2
Week 1-4
Theory – Providing opportunities to stimulate the student’s language development
Using language relevant to the students culture, age, abilities, interests, and needs
Linking development of language skills to all activities

Discussion, Q&A activities

Week 5-9
Theory – Methods to implement a language support program
Modelling language appropriate to the audience, the situation, purpose and place
Using verbal and non-verbal communication methods
Maintainign student confidentiality according to program/school guidelines



Discussion, Q&A activities

Project 2 – Research/Scenarios/Q&A Activities

Week 10-14
Theory– Supporting the student language program
Providing opportunities for young people to interact with others through language and non-
verbal communication
Demonstrating the different functions of language in interactions
Assisting young people with specific communication needs as required
Discussion, Q&A activities

Folio - Presentation of folio (oral and/or written)

Week 15-18
Theory – Supporting young people in reading and/or writing programs
Using strategies to support young people with reading and/or writing programs
Review and reflect on experiences support young people with reading and/or writing programs
Issues and challenges supporting young people with reading and/or writing programs
Discussion, Q&A activities

Assessment interview – review folio of final assessments e.g :
Evidence Guide, Q&A activities, Project 1 and 2, Evidence of practical experience fostering and supporting an effective learning environment; e.g. Observation/Demonstration, Third party, Folio – Presentation (oral and 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 policy 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 see http://www1.rmit.edu.au/students/assessment

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

In Assessment matrix Booklet given to students at commencement of program.

Course Overview: Access Course Overview