Course Title: Investigate future options for further training, work or community activities

Part B: Course Detail

Teaching Period: Term1 2016

Course Code: GEDU6083

Course Title: Investigate future options for further training, work or community activities

School: 365T Global, Urban and Social Studies

Campus: City Campus

Program: C1075 - Certificate I in Transition Education

Course Contact: Renee Costa

Course Contact Phone: 9925 0886

Course Contact Email: renee.costa@rmit.edu.au


Name and Contact Details of All Other Relevant Staff

Mary Collins

mary.collins@rmit.edu.au

 

Nominal Hours: 150

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

In this unit you will develop the skills and knowledge required to explore suitable options for training, work or community activities that you may want to pursue in the future.

This unit contains employability skills. 

 


National Codes, Titles, Elements and Performance Criteria

National Element Code & Title:

VU21779 Investigate future options for further training, work or community activities

Element:

1.Identify one or more options

Performance Criteria:

 

1.1 Investigate a range of possible options for future involvement

1.2 Identify factors which may impact on choice of options

1.3 Identify any specific requirements related to the options

1.4 Collect information about the options

 

Element:

2. Develop an action plan for the preferred option

Performance Criteria:

2.1 Select preferred option

2.2 Develop an action plan to explore the selected option with support

2.3 Discuss action plan with support person

2.4 Document action plan

2.5 Review action plan

 

Learning Outcomes


On successful completion of this course you will have developed and applied the skills and knowledge required to demonstrate competency in the above elements


Details of Learning Activities

In this course you will explore realistic options for future involvement in further training, work or community activities. Possible options for the you may include: paid employment, further training, voluntary work or recreational/leisure activities.


The purpose of this course is to provide opportunities for you to move into an adult environment and identify realistic options for them to pursue, as well as develop a resume and portfolio to support their goals.
 


Teaching Schedule

 

Session no. & date

 

Topic and activities

 

Materials

Element   & performance criteria

addressed

 

1

 

2/3

 

Introduction

The people in the class – teacher, students

  • Write up on whiteboard – look at common things, different,

 

Responsibilities of the learner

  • from the unit outlines
  • from previous experience of school or other setting e.g. recreation, work

 

 

 

Unit outlines – from course guides

Student versions of delivery and topics

 

 VU21776

1.1, 1.2, 1.3, 1.4

2.1, 2.2, 2.3,

3.1, 3.2, 3.3,

4.1, 4.2, 4.3, 4.4

VU21779

1.1, 1.2, 1.3, 1.4

2.1, 2.2, 2.3, 2.4, 2.5

 

2

 

9/3

 

 

Review session 1 introduction to the unit:

Activity and discussion

Think about yourself:

  • What would you like to learn?
  • Do you have some goals?

Activity between sessions 2 & 3:

Something you learnt about or learned to do that was really useful, exciting or just good to know or do.

 

 

Discussion – students’ notes from week 1

VU21776

1.1, 1.2, 1.3,

3.1,

4.2

VU21779

1.1, 1.2

 

3

 

16/3

 

 

Student activity - Who am I?

  • Students consider the roles they have in their lives (son, daughter, student, friend…)
  • Record them on format
  • Students think about their strengths and attributes as they see themselves, as others see them – write down on format
  • How they contribute to their family, friends and local community
  • How about the world of work – part time or fulltime, work experience, voluntary, write on format. 

Further discussion and work on goals, learning plans and linking with results

 

 

 

 

VU21776

1.1, 1.2, 1.3, 1.4,

2.1, 2.2,

3.1 

4.2,

VU21779

1.2,

 

 

4

23/3

 

 

Introduce – trial use of mobile phones, iphones, android phones, ipads or laptops to support learning in the classroom.

  • Guidelines around usage
  • Who has appropriate technology
  • Why the change from “turn off phones”?

Goals, learning over time, success, setbacks, changes to the dream.

ABC documentary, 2011Three boys dreaming

A large group of indigenous boys come to Melbourne in 2005 to participate in a weeklong AFL football camp. Over 5 years three boys are followed and their progress, setbacks and outcomes are discussed.  

RMIT Policy – student and staff conduct

ABC documentary – DVD, Three boys dreaming.

VU21776

1.1, 1.2, 1.3, 1.4,

2.1,

3.1,

4.1, 4.2, 4.3, 4.4

VU21779

1.2, 1.3,

2.1, 2.3, 2.5

Mid Semester break 25/3/16 – 1/4/16

 

5

6/4

 

 

Review, remind and discus

Nominate groups that individual or groups of students would like to visit or observe.

  • Begin to work out how to do that – make appointments (out of class time where possible)

In room technology for recording information

VU21776

1.1, 1.2, 1.3,

2.2,

3.1, 3.2, 3.3,

VU21779

1.2, 1.3, 1.4

 

6

13/4

 

 

 

 

Designing a “plan” format:

Preliminary discussions as whole group, students work in pairs or small groups to develop ideas. No use of IT unless student not able to use pen, pencils, textas, highlighters and paper 

Large sheets of paper, textas, pencils, pens, stick it notes, highlighter pens.

 

 

VU21776

1.1, 1.2, 1.3, 1.4,

2.1, 2.2, 2.3

VU21779

1.2, 1.3, 1.4

2.1, 2.2, 2.3, 2.4, 2.5

 

7

20/4

 

 

Review: Term 1

1-1  teacher/student discussion: your plan what do you think it might include.

Session outline

Task sheet, Learning Plan form

DVD - “Beyond Expectations”, NSW TAFE production on People with disabilities in the workforce.

VU21776

1.1, 1.2, 1.3, 1.4,

2.1, 2.2, 2.3,

VU21779

1.2, 1.3,

2.2, 2.3,

 

8

27/4

 

 

 

 

Designing a plan format – on line

1-1  teacher/student discussion (cont):

Discussions:

If a job or employment is the goal

Format to record discussions, students own plan format.

DVD - “Beyond Expectations”, NSW TAFE production on People with disabilities in the workforce.

VU21776

1.1, 1.2, 1.3, 1.4,

2.1, 2.2, 2.3,

VU21779

1.1, 1.2, 1.3, 1.4

2.1, 2.2, 2.3, 2.4, 2.5

 

9

4/5

 

 

Design session

Students continue converting their written/drawn plan into a document on the computer ie: word document or poster.

1-1 teacher/student discussion (cont):

Your plan what do you think it might include. Areas of life you have a goal or plan for

Record interview results. 

Format to record discussions, students own plan format.

DVD - “Beyond Expectations”, NSW TAFE production on People with disabilities in the workforce.

VU21776

1.1, 1.2, 1.3, 1.4,

2.1, 2.2, 2.3,

VU21779

1.1, 1.2, 1.3, 1.4

2.1, 2.2, 2.3, 2.4, 2.5

 

10

11/5

 

 

Your Plan - areas of life you have a goal or plan for

 

Student’s plans

DVD:

ABC documentary, The Dream House, 2014.

 

 

VU21776

1.1, 1.2, 1.3, 1.4,

2.1, 2.2,

3.1, 3.2,

4.1, 4.2, 4.3, 4.4

VU21779

1.1, 1.2, 1.3, 1.4

2.1, 2.2, 2.3, 2.4, 2.5

 

11

18/5

 

 

The Dream House - episode 2: settling in, family, living with new people

From the Individual Learning Plan:

Investigating the goal areas –what do you need to find out.

  • Work – type of work, where could you get that job
  • Training – what for, where could you get that training, do a course
  • Community work – what sort of community involvement could you find?
  • Leisure and recreation
  • Accommodation / living
  • Travel, holidays
  • Joining a club, group
  • Where/how could you observe someone doing that…?.

 

DVD:

ABC documentary, The Dream House, 2014.

Student learning plans,  

 

VU21776

1.3

3.1, 3.2, 3.3,

VU21779

1.1, 1.2, 1.3, 1.4

2.1, 2.2, 2.3, 2.4, 2.5

 

12

25/5

 

 

The Dream House - episode 3: responsibilities at home, social life, work, sport and recreation

Student observations:

DVD:

ABC documentary, The Dream House, 2014.

Student learning plans

VU21776

1.3,

2.2,

3.1, 3.2, 3.3,

4.2,

VU21779

1.1, 1.2, 1.3, 1.4

2.1, 2.2, 2.3, 2.4, 2.5

 

13

1/6

 

 

The Dream House - episode 4: relationships, friendships, social skills,

Options to build a “whole life”- group discussion

 

 

DVD:

ABC documentary, The Dream House, 2014.

VU21776

1.2, 1.3,

4.1, 4.2,

VU21779

1.1, 1.2, 1.3, 1.4

2.1, 2.2, 2.3, 2.4, 2.5

 

14

8/6

 

 

 

The Dream House - episode 5: beginning to think about the future – after the trial 

Assessment Task 1 VU21776: Individual Learning Plan (ILP)

Preparation for Assessment Task 1

 

DVD:

ABC documentary, The Dream House, 2014.

Students’ learning plans, in room PC.

 

VU21776

2.1, 2.2, 2.3,

3.1,

4.1, 4.2,

VU21779

1.1, 1.2, 1.3, 1.4

2.1,2.2, 2.3, 2.4, 2.5

 

15

15/6

 

 

The Dream House - episode 6: responsibilities,

Assessment Task 1 VU21776: Individual Learning Plan (ILP)

  • Session in PC Lab

 

DVD:

ABC documentary, The Dream House, 2014.

Students’ learning plans, in room PC.

VU21776

1.1, 1.3, 1.4,

2.1, 2.2, 2.3,

3.1, 3.2,

VU21779

1.1, 1.2, 1.3, 1.4

2.1, 2.2, 2.3, 2.4, 2.5

 

Mid year break 20/6 – 1/7/16

 

16

6/7

 

 

 

 

Review - Assessment Task 1 VU21776: Individual Learning Plan (ILP)

Discuss ILPs

Student’s learning plans

Assessment Task outline including the required features for theI LP

VU21776

1.1,

2.1, 2.3,

3.1, 3.2,

4.1, 4.2,

VU21779

1.1, 1.2, 1.3, 1.4

2.1, 2.2, 2.3, 2.4, 2.5

 

17

13/7

 

 

Review and discuss semester 1 topics and activities

  • Progress towards the ILP
  • New thinking about goals evident in student

Semester 2 overview and discussion

  • Using the ILP to guide work in semester 2
  • Focus on identifying options and activities
  • Planning for research and observation.

 

Student’s ILPs

VU21776

1.1,

2.1,

3.1, 3.2, 3.3,

4.1, 4.2, 4.3, 4.4

VU21779

1.1, 1.2, 1.3, 1.4

2.1, 2.2, 2.3, 2.4, 2.5

 

18

20/7

 

 

 

Focus on identifying options and activities

 

 

Student ILPs

VU2177 

1.2, 1.3, 1.4,

2.2,

3.1, 3.2, 3.3,

4.1, 4.2, 4.4

VU21779

1.2, 1.2, 1.3, 1.4

2.1, 2.2, 2.3, 2.4, 2.5

 

19

27/7

 

 

ILP goal/future option observation

  • build on sessions 11 & 12 in semester 1

Plan to learn more about that goal

  • what is appropriate for that goal
  • work experience (active)
  • interviewing a participant
  • watching a person doing that role

Chose the method and plan to set that up.

Students to plan for that activity (preparation for Assessment Task 1 (VU21779)

 

Student’s ILPs

Format for planning “research” option

 

VU21776

3.2, 3.3,

4.1,

VU21779

1.1, 1.2, 1.3, 1.4

2.1, 2.2, 2.3, 2.4, 2.5

 

20

3/8

 

 

Personal stories – visits to guest speaker or guest speaker to campus (to be organised and confirmed)

 

Guest speakers to be confirmed.

VU21776

3.1, 3.2, 3.3,

4.1, 4.2, 4.3, 4.4

VU21779

 

21

10/8

 

 

Assessment Task 1 VU21779

In-class

  • Investigating an adult/future option drawn from ILP action sections
  • Planning to observe, participate or complete research into the option
  • Prepare checklist for students to complete
  • When will it occur?
  • Identify evidence that will be taken e.g. photo, certificate, interview notes, reference…
  • Identify the application or contact process
  • Presenting the plan

 

 

Students’ learning plans, in room PC.

Checklist for students to complete

VU21776

3.2, 3.3,

4.1, 4.2,

VU21779

1.1, 1.2, 1.3, 1.4

2.1, 2.2, 2.3, 2.4, 2.5

 

 

22

17/8

 

 

Assessment Task 2 VU21779: to be undertaken out of class

Check with students on arrangements for Assessment Task 2 VU21779

  • Progress on arrangements
  • Support as needed,
  • Undertaking the plan

 

 

Plan for observation etc.

VU21776

3.1, 3.2, 3.3,

4.1, 4.2

VU21779

1.1, 1.2,

2.1, 2.2,

 

 

23

24/8

 

 

 

Movie – “Looking for Alibrandi”

 

 

Plan for observation etc.

Student checklist

VU21776

1.1, 1.2, 1.3, 1.4,

2.2,

4.1, 4.2, 4.3, 4.4

VU21779

1.1, 1.2,

2.1, 2.2, 2.3, 2.4, 2.5

 

 

Mid semester break 29/8/16 – 1/9/16

 

 

24

7/9

 

 

Assessment Task 2 VU21779

  • Students submit evidence
  • Report back to teacher
  • Reflections from each student on particular aspects to the group

 

 

 

VU21776

3.2, 3.3,

4.1, 4.2, 4.3, 4.4

VU21779

1.1, 1.2, 1.3, 1.4

2.1, 2.2, 2.3, 2.4, 2.5

 

25

14/9

 

 

 

 

Transition to 2017 – what’s next?

Class discussion

 

White board and in class PC

Current student resumes or CV if done

 

VU21776

4.1, 4.2, 4.3, 4.4

VU21779

1.1, 1.2, 1.3, 1.4

2.3,

 

 

 

26

21/9

 

 

Transition to 2017 – what’s next?

 

 

 

White board and in class PC

Current student resumes or CV if done

 

VU21776

3.1, 3.2, 3.3,

VU21779

1.1, 1.2,

2.1, 2.2,

 

 

27

28/9

 

 

‘Transition to 2017 – what’s next?

Visits to local community groups and options

 

 

Checklist format – whole class activity, students develop points and print out

In room internet or contact details

VU21776

1.3 

2.2 

3.1, 3.2, 3.3,

VU21779

1.1, 1.2, 1.3, 1.4

2.1, 2.2, 2.3, 2.4,

 

 

28

5/10

Meetings, appointments, observations or participation

Checklist - students to complete

VU21776

2.2

3.3,

VU21779

1.1, 1.4

 

29

12/10

 

 

Feedback from meetings, appointments, observations or participation

  • Working as group discuss results, next steps

Appointments at RMIT Job Shop for students interested in part time or full time work post study.

 

 

RMIT Job Shop site and office,

ILPs for review

 

 

 

VU21776

3.3

4.1, 4.2, 4.3, 4.4

VU21779

1.1, 1.3

2.1, 2.2, 2.3, 2.4, 2.5

 

 

30

19/10

 

Keeping in contact with fellow students in 2017

In room internet to research options

 

 

VU21776

4.1, 4.2, 4.3, 4.4

VU21779

1.1, 1.2, 1.3, 1.4

2.1, 2.2, 2.3,

 

 

31

26/10

 

Transition to 2017 – what’s next?

  • Reviewing ideas and arrangements for 2017

 

 ILPs, rough notes and information

VU21776

1.1, 1.2, 1.3, 1.4,

4.1, 4.2, 4.3, 4.4

VU21779

1.1, 1.2, 1.3, 1.4

2.1, 2.2, 2.3, 2.4, 2.5

 

 

32

26/10

 

 

VU21776 Assessment Task 2

Review of ILPs - individual student interviews

30 minutes per student (5 students per week)

ILPs, units sign off pages

VU21776

4.1, 4.2, 4.3, 4.4

VU21779

2.1, 2.2, 2.3, 2.4, 2.5

 

 

 

 

33

2/11

 

 

 

VU21776 Assessment Task 2

Review of ILPs - individual student interviews

30 minutes per student (5 students per week)

Students will bring ILPs for review and additions or adjustments in light of their progress and activities over 2016.

 

ILPs, units sign off pages

VU21776

4.1, 4.2, 4.3, 4.4

VU21779

2.1, 2.2, 2.3, 2.4, 2.5

 

 

34

9/11

 

 

 

VU21776 Assessment Task 2

Review of ILPs - individual student interviews

30 minutes per student (5 students per week)

Students will bring ILPs for review and additions or adjustments in light of their progress and activities over 2016.

In-class activities for students whilst 1-1 interviews occurring: to be developed

ILPs, Units sign off pages

VU21776

4.1, 4.2, 4.3, 4.4

VU21779

2.1, 2.2, 2.3, 2.4, 2.5

 

 

35

16/11

 

Final sessions – review of program

 & student achievements

 

 

 

 

 


Learning Resources

Prescribed Texts


References


Other Resources

You will be provided with the resources and tools for learning in this course. You will also have access to the resources in the library.

 


Overview of Assessment

Research project - – identifying and exploring options and activities you can be involved in.

Action Plan – making an action plan to try out an option and activity


Assessment Tasks

To gain competency in this course, you are required to participate in and complete activities/tasks that are given during class time. Occasionally you will be asked to complete an unfinished project as homework or collect information in your own time to be used in class.

Methods of assessment may be varied in response to
your specific needs and may 

- Observation
- Demonstration
- Self- Reflection
- Self- Assessment.
 

Research project - – identifying and exploring options and activities you can be involved in.

Action Plan – making an action plan to try out an option and activity


Assessment Matrix

This program is delivered in accordance with competency-based assessment. Grades include -

CA: Competency Achieved

NYC: Not Yet Competent

DNS: Did Not Submit for assessment
 

Other Information

Assessment Tasks Submission Cover Sheet
You must complete a submission cover sheet for every piece of submitted work, including online submissions. This signed sheet acknowledges that you are aware of the plagiarism implications.

Attendance
It is strongly advised that you attend all workshops in order to engage in the required learning activities, ensuring the maximum opportunity to gain the competency.

Feedback
You will receive verbal and written feedback by teacher on your work. This feedback also includes suggestions on how you can proceed to the next stage of developing your competency. Information regarding student feedback can be found at: http://www.rmit.edu.au/browse;ID=9pp3ic9obks7

Student Progress
Monitoring academic progress is an important enabling and proactive strategy to assist you to achieve your learning potential. The Student progress policy can be found at:
http://www.rmit.edu.au/browse;ID=vj2g89cve4uj1

Special consideration Policy (Late Submission)
All assessment tasks are required to be completed to a satisfactory level. If you are unable to complete any piece of assessment by the due date, you will need to apply for an extension. Information regarding application for special consideration can be found at: http://www.rmit.edu.au/browse;ID=g43abm17hc9w

Academic Integrity and Plagiarism
RMIT University has a strict policy on plagiarism and academic integrity. For more information on this policy go to Academic Integrity Web site: http://www.rmit.edu.au/browse;ID=kw02ylsd8z3n


 

Course Overview: Access Course Overview