Course Title: Support the development of literacy skills

Part B: Course Detail

Teaching Period: Term1 2014

Course Code: TCHE5813C

Course Title: Support the development of literacy skills

School: 360T Education

Campus: Brunswick 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

Elizabeth Buckley elizabeth.buckley@rmit.edu.au 9925 9494

Soosan Kian soosan.kian@rmit.edu.au  9925 9183

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:

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 techniques according 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:

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

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:

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:

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

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

This unit is part of Diploma of Education Support program. You will study this unit with several other units on the same day. Your program consists of face to face teaching, Directed Study and you are expected to participate in professional placement. It is highly recommended that students attend at least 85% of class time as crucial learning activities, assessment task preparation some assessment tasks are completed in class. 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. Directed Study is a very important part of your program. An outline of your Directed Study will be given by your teacher and is published in the Weekly Program Delivery Plan.
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

Realistic simulations and role play
Practical demonstrations and direct observation of actual work and simulated work practice
Oral Presentations
Individual and group projects - Completing the projects will include negotiated independent study time and practical work relevant to the unit of competency. 

Professional placement
 


Teaching Schedule

Program Dates: Monday 10th February – Friday 28th November 2014
Term Breaks: Monday 21st April – Sunday 27th April 2014; Monday 23rd June – Sunday 13th July; Monday 22nd September – Sunday 5th October.
Public holidays: Monday 10th March (Labour Day), Friday 18th April (Good Friday), Monday 9th June (Queen’s Birthday), Monday 3rd November (RMIT Holiday), Tuesday 4th November (Melbourne Cup Day)
This unit will be delivered weekly. The times will be outlined in the program delivery plans which are updated each week.
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. Should the teaching schedule change students will be advised via blackboard.
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.
 

Semester 1

Week 1-4
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,

Week 5-8
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,
Assignment 1 – Research/Q&A

Week 9-12
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 13-16
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

Week 17-18

Applying appropriate strategies to develop students writing
Implementing writing support strategies
Reflecting on own experiences supporting the development of literacy skills


Progress interview – Q&A, Assignment 1, Evidence of practical experience supporting the development of literacy skills; e.g Observation/Demonstration, Third party

 

Semester 2
Week 1-4
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 5-8
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
Maintaining student confidentiality according to program/school guidelines

Discussion, Q&A activities

Assignment 2 – Research/Scenarios

Week 9-12
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

Progress Interview presentation of folio (oral and/or written)

Week 13-16
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

Week 17-18
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
Reflecting on own experiences supporting the development of literacy skills

Assessment interview – review folio of final assessments e.g :
Q&A, Assignment 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

TEXTS AND EQUIPMENT

There are no set texts in this course. 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 Brunswick Library very cheaply)
• 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
• 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 of documents, and/or photographs and/or video and audio files 

• Review of work 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 tasks in this course are either formative or summative. Formative tasks provide the basis for ongoing feedback and can be considered essential building blocks for the more substantial summative assessment tasks. Summative assessment tasks in this unit are assessed using the following competency based results:
CC – Competency credit
CA – Competency achieved
NYC – Not Yet Competent
Please note:
Assessments tasks may include other 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

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