Course Title: Beginner learning strategies

Part B: Course Detail

Teaching Period: Term1 2012

Course Code: GEDU5501

Course Title: Beginner learning strategies

School: 360T Education

Campus: Brunswick Campus

Program: C1055 - Certificate I in Spoken and Written English

Course Contact : Jennifer Chamberlain

Course Contact Phone: +61 3 9925 9476

Course Contact Email:jennifer.chamberlain@rmit.edu.au


Name and Contact Details of All Other Relevant Staff

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

None

Course Description

This course/modules covers some of the  skills required to be an effective language learner. It includes completing a learning plan, identifying short term learning goals, participating in the formal language learning environment and using language learning resources effectively.


National Codes, Titles, Elements and Performance Criteria

National Element Code & Title:

CSWEIA Beginner learning strategies

Element:

2. Participate in the formal learning environment

Performance Criteria:

 2.1 Fulfill formal participation requirements. eg. attendance and punctuality
21. Follow teacher instructions
2.3 participate in a range of learning activities. eg. pair worrk and group work, independent writing
2.4 Organise study materials
2.5 Locate resources and facilities in the learning environment and understand their purpose
2.6 Use a range of learning resources
2.7 Follow learning resource instructions eg. matching, grouping and sequencing
2.8 Participate in assessment tasks

Element:

Learning outcome.
1. Develop a learning/training plan with support

Performance Criteria:

1.1 Demonstrate understanding of concepts of goals and plans, and purpose of learning/training plan
1.2 Identify immediate learning goals and develop learning/training plan with advice and support
1.3 Identify some study strategies which assist in learning eg. study at home, use local library
 

Learning Outcomes


The outcomes described in this unit relate to:

Performance criteria of 2 learning outcomes

The ISLPR (International Second Language Proficiency Ratings) descriptors 0+ -1-


Details of Learning Activities

This module is part of CSWE I  which is an integrated program. This means that you will study this module with several other modules throughout the course.

This modules applies to students identifying skills to be effective language learners.

  • Learning plan
  •  identifying short term learning goals
  • participating in the formal language learning environment
  • using language learning resources effectively.


Teaching Schedule

This is a 20 week program:

Program Dates: 30 January -28 June 2012

Term break: Fri 30 March -Fri 13 April, 2012

Public holidays: Mon 12 March (Labour Day), Fri 6 April (Good Friday)Wed 25 April (ANZAC DAY) Mon 11 June 2012 (Queen’s Birthday)

Your program is made up of:
• Orientation
• Learning activities
• Guest speakers
• Excursions


All students will be inducted. The induction includes
 

AMEP handbook  outlining student rights and responsibilities, grievance procedure and services information about student services, rights and responsibilities is contained in student diary.
Orientation to RMIT Libraries (library tour & on line catalogue introduction)  and campus facilities

 


Learning Resources

Prescribed Texts


References


Other Resources

TEXTS AND EQUIPMENT
There are no set texts in this course learning materials are provided by the teachers

 but it is recommended that you bring
• Display folder with plastic sleeves
• Notebook or loose leaf paper
Writing materials


Overview of Assessment

This course is part of a full-time integrated program.  Learner performance is assessed against specific criteria that describe a standard of perfomance. the criteria allows the learner to participate activley in the assessment process. The learner is givien as many opportunities as practicable to achieve each outcome.

Feedback:

Learner is clearly informed that assessment is taking place and feedback on performance is given for each assessment.

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

Summative assessment:

Learning training plan

Formative assessments:

ongoing observations, summaries and review of student participation
 


Assessment Matrix

Course Overview: Access Course Overview