Course Title: Develop and document a learning plan and portfolio

Part B: Course Detail

Teaching Period: Term1 2012

Course Code: GEDU5937

Course Title: Develop and document a learning plan and portfolio

School: 360T Education

Campus: Brunswick Campus

Program: C3231 - Certificate III in ESL (Access)

Course Contact : Baia Tsakouridou & Bloss Robertson

Course Contact Phone: +61 3 9925 4488

Course Contact &

Name and Contact Details of All Other Relevant Staff

Nominal Hours: 20

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

This unit applies to participants using reading and writing skills in English in a wide range of formal and informal situations. the situations in which these skills are applied are varied, and can be related to contexts such as social and community life, everyday commerce and recreation, workplaces and vocational or study-related fields.

The outcomes described in this unit relates to:

The ISLPR (International Second Language Proficiency Ratings) descriptors for Reading and Writing. They contribute directly to the achievement of ISLPR Reading 2+ and Writing 2+
the Autralian Core Skills Framework (ACSF). They contribute directly to the achievement of ACSF indicators of competence in Reading and Writing at Level 3.

Course Description

This unit of competency describes research, planning and producing a learning plan and the skills and knowledge required by adult learners with language backgrounds other than English.

National Codes, Titles, Elements and Performance Criteria

National Element Code & Title:

VBQU130 Develop and document a learning plan and portfolio


Element 1Clarify learning goals

Performance Criteria:

1.1 Learning goals are identified and prioritised
1.2 Goals are discusses with appropriate persons and any additional skills requirements are identified.
1.3 Current skills and knowledge are compared with identifies goals
1.4Previous experiences in relation to achieving identifies goals are


Element 2 Clarify factors impacting on own learning

Performance Criteria:

2.1 Previous experiences in relation to achieving identifies goals are discussed
2.2 Preferred learning styles are identified
2.3 Ways in which participating in the program will assist in meeting personal goals are noted


Element 3 Document an individual learning plan

Performance Criteria:

2.1 Previous experiences in relation to achieving identifies goals are discussed
2.2 Preferred learning styles are identified
2.3 Ways in which participating in the program will assist in meeting personal goals are noted


Element 4 Prepare portfolio of completed work samples

Performance Criteria:

4.1 Purposes of the portfolio are discussed
4.2 Types of evidence required are identified and discussed
4.3 Purposes of evidence is defined
4.4 Format of portfolio is clarified
4.5 Examples of evidence are collected for portfolio


Element 5 Monitor and update the individual learning plan

Performance Criteria:

5.1 Progress towards end-of-course goals and objectives is identified
5.2 Factors which contributed to success in meeting goals are determined
5.3 Barriers to success are noted
5.4 Learning strategies which can be applied to other contexts are discussed with appropriate support person.
5.5 Individual learning plan is amended as needed

Learning Outcomes

The outcomes described in this unit relate to Employability skills:
Communication, Team Work, Problem Solving, Initiative and Enterprise, Planning and Organising, Self-management.
Performance will reflect the ACSF indicators of Reading and Writing competence at Level 3 of the Australian Core Skills Framework (ACSF)


Details of Learning Activities

This unit is part of Certificate III in ESL (Access) which is an integrated program. This means that you will study this unit with several other units on the same day. Your program consists of Face to Face teaching and Directed Study. Your program will have a minimum of 8 hours Directed Study per week. 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. This is a very important part of your program and we ask that you do 4-5 hours on your non attendance day and at least 1 hour each evening to cover all the units in the program. An outline of your Directed Study is published each week in the Weekly Program Delivery Plan.

This unit covers in part the reading and writing macro skills addressed in the whole certificate.

Teaching Schedule

Program Dates: Mon 6 February – Fri 15 June 2012
Term Break: Mon 9 April – 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)

This course will be delivered weekly. The times will be outlined in the program delivery plans which are updated each week.
Your program is made up of:

Learning activities
Mid semester review
Guest speakers
Exit review

All students will be inducted. The induction includes:

Program Guide & Student Diary
Student Rights and Responsibilities
Explore RMIT ( an orientation to the university and its services)
Orientation to RMIT Libraries (library tour & on line catalogue introduction)
RMIT Online Systems Information Session

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

Learning Resources

Prescribed Texts


Other Resources

There are no set texts in this course, but it is recommended that you bring English-English dictionary (We ask that you do not use a translation dictionary)

Display folder with plastic sleeves
Highlighter pens
Notebook or loose leaf paper
Headphones (use your own or they can be purchased from the Carlton Library very cheaply)
USB (Memory stick)

Overview of Assessment

This course is part of a full-time integrated program. 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 notetaking, summaries,essays, letters and research reports.


Feedback will be provided throughout the semester in class both oral and written, 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 ( 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:;ID=ln1kd66y87rc

Assessment Tasks

Assessment will take place throughout the course. Your work is assessed on a competent (CA)/not yet competent (NYC) basis – it is not graded. You will be given written feedback on all assessment tasks. There will be individual and group projects completed both in and out of class.
Assessment is ongoing and its purpose is to develop your skills. You will be given assistance in redrafting and editing written assessment tasks because developing your ability to identify and correct your own mistakes is an important part of the learning process. It is important that you read the specific elements each assessment task addresses on the cover sheet for each task. At the time of setting assessments you will be given clear guidelines about which course, elements and performance criteria you will need to meet in order to successfully complete the task. Submission dates & deadlines will also be clearly explained.

Assessment tasks:
Summative Assessments: Research pathways and produce a learning plan and portfolio

 Formative: ongoing observations, summaries and review of student work

Assessment Matrix

Each assessment cover sheet clearly outlines the competencies being addressed in the task in relation to performance criteria. The sum of assessment tasks will cover all units and their elements over a range of occasions. You will be given opportunities to demonstrate competency in a variety of ways throughout the program. You are encouraged to discuss any problems or concerns with your teacher or student co-ordinator. An assessment matrix will be available on myRMIT

Course Overview: Access Course Overview