Course Title: Evaluate pathway options, design a learning plan and complete a portfolio
Part B: Course Detail
Teaching Period: Term1 2015
Course Code: GEDU5983
Course Title: Evaluate pathway options, design a learning plan and complete a portfolio
School: 360T Education
Campus: City Campus
Program: C3308 - Certificate III in General Education for Adults
Course Contact: Baia. Tsakouridou
Course Contact Phone: +61 3 9925 4488
Course Contact Email: baia.tsakouridou@rmit.edu.au
Name and Contact Details of All Other Relevant Staff
Tim Morris 51.2.002 email: tim.morris@rmit.edu.au
Jacqueline Cheng 51.2.002 jacqueline.cheng@rmit.edu.au
Nominal Hours: 60
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
The focus of the unit is to evaluate pathway options and plan skills development; design, implement and monitor a learning plan; and compile a portfolio of evidence.
National Codes, Titles, Elements and Performance Criteria
National Element Code & Title: |
VU21375 Evaluate pathway options, design a learning plan and compile a portfolio |
Element: |
1 Assess potential pathway options |
Performance Criteria: |
1.1 Identify and consider a broad range of options 1.2 Identify sources of information 1.3 Access and note information about possible options 1.4 Evaluate options in relation to own interests, skills and knowledge
|
Element: |
2 Clarify learning goals |
Performance Criteria: |
2.1 Identify and prioritise learning goals in relation to identified options 2.2 Evaluate current skills and knowledge against goals 2.3 Explore learning styles and identify those preferred 2.4 Discuss own personal learning context in relation to achieving identified goals 2.5 Discuss program options to support achievement of goals |
Element: |
3 Design and implement an individual learning plan. |
Performance Criteria: |
3.1 Determine the purpose and features of an individual learning plans 3.2 Define the processes for developing an individual learning plan 3.3 Document the individual learning plan |
Element: |
4 Prepare portfolio of completed work samples |
Performance Criteria: |
4.1 Explore possible audiences and uses for the portfolio 4.2 Confirm requirements of the portfolio 4.3 Select and evaluate types of evidence 4.4 Confirm and assemble evidence for portfolio 4.5 Seek feedback on the effectiveness of the portfolio from advisors and respond accordingly |
Element: |
5 Monitor and update the individual learning plan |
Performance Criteria: |
5.1 Critically evaluate progress towards end-of-course goals and objectives 5.2 Identify and discuss factors which contributed to success in meeting goals 5.3 Examine barriers to success in meeting goals and strategies to manage these 5.4 Identify learning strategies which can be applied to other contexts 5.5v Evaluate individual learning plan and redraft as required |
Learning Outcomes
This learning outcomes in this unit applies to learners with personal, learning, employment and community participation goals. The learning plan documents an agreed program that the learner will undertake during the course to research and evaluate pathways, plan, document, and monitor progress towards achieving learning goals and objectives. The program will take into account the learner’s learning style and preferences. The learner will also develop and maintain a portfolio of evidence which documents achievement of course goals and meets formal requirements of the audience.
The required outcomes described in this unit relate directly to the Australian Core Skills Framework (ACSF).
They contribute directly to the achievement of ACSF indicators of competence at Level Five (Reading) and AQF 5.
http://www.acer.edu.au/cspa/australian-core-skills-framework
http://www.aqf.edu.au/aqf/in-detail/aqf-levels\
Learners needs and expectations require a focus on individual learner objectives such as:
- improved language, literacy and numeracy skills
- new skills and knowledge
- specific competencies
- target qualifications
- new career
- career advancement
Learner objectives may also include:
- information and advice on courses, learning programs, qualifications and assessment
- individualised learning support systems
Details of Learning Activities
Learning Activities
This unit is part of Certificate III in General Education for Adults 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.
DESIGN PORTFOLIO
You are encouraged to read a wide range of texts relevant to the study context.
You will cover: employability skills, course and career research.
Teaching Schedule
PROGRAM DATES
09 Febraury-29 May 2015
Public Holiday
Labour Day 09 March, Good Friday 03 April, Easter 06-07 April 2015
Mid Semester break Thursday 02 April- Wednesday 08 April 2015
This unit of competency is taught within an integrated program.
Teaching Schedule
Cert III CGEA Semester 1 2015.
| Week | VU21375 Evaluate pathway options, design a learning plan and compile a portfolio |
|
Week 1 09/02/2015 |
Program Overview, timetable, Weekly Delivery Plan, Student numbers, class agreement. RMIT admin letter, Invitation to Welcome morning tea. Explore RMIT Group task. |
|
Week 2 16/02/2015 |
Online resources- MyRMIT/ MYstudies/ Blackboard, Course guides.Starting a learning plan. |
|
Week 3 23/02/2015 |
Evaluate pathway options Learning plan. SWOT analysis Documenting your weekly goal. Online job research, note taking and preparation notes Directed study: Learning plan. Weekly goal. |
|
Week 4 01/03/2015 |
Online resources- MyRMIT/ Careers Tool Kit /Jobs guide website Documenting your weekly goal. |
|
Week 5 09/03/2015 |
Documenting your weekly goal.Weekly timetables What kind of learner are you? |
|
Week 6 16/03/2015 |
Documenting your weekly learning goal in your learning plan. Use Learning Lab to help define your focus. Writing personal statements |
|
Week 7 23/03/2015 |
Documenting your weekly learning goal in your learning plan. online applications-VTAC/ direct applications |
|
Week 8 30/03/2015 |
Progress Interviews. Assessment Task 7 Mid-Semester Interview and Portfolio of Evidence |
|
Week 9 13/04/2015 |
weekly learning goal in your learning plan. Preparing my future poster |
|
Week 10 20/04/2015 |
weekly learning goal in your learning plan.
My future poster |
|
Week 11 27/04/2015 |
Documenting your weekly learning goal in your learning plan. My future poster |
|
Week 12 04/05/2015 |
Documenting your weekly learning goal in your learning plan. |
|
Week 13 11/05/2015 |
Documenting your weekly learning goal in your learning plan.
how to writing DIEP
|
|
Week 14 18/05/2015 |
Documenting your weekly learning goal in your learning plan. planning your DIEP |
|
Week 15 25/05/2015 |
Documenting your weekly learning goal in your learning plan. DIEP Assessment Task 10 pathway Portfolio and DIEO reflective writing |
|
Week 16 01/06/2015 |
reflective writing. |
**The teaching schedule maybe subject to change. Students will be advised via Blackboard and in class should changes occur.
Teaching Schedule: 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:
- Orientation
- 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 diary.
Learning Resources
Prescribed Texts
References
Other Resources
TEXTS AND EQUIPMENT
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)
- Thesaurus
- 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 delivered as part of an 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:
Course and career research pathway
Cover letter and resume writing
Face to face course/job interview
Feedback:
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.
Generic statements for Overview of Assessment section
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 manager or the Equitable Learning Services if you would like to find out more.
The Student Charter www.rmit.edu.au/about/our-education/supporting-learning-and-teaching/student-charter/ summarises your responsibilities as an RMIT University student as well as the responsibilities of the university.
Your course assessment conforms to RMIT assessment principles, regulations, policies and procedures which can be found on the RMIT University website at: http://www1.rmit.edu.au/browse;ID=qwxbqbg739rl1
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.
Summative Assessment tasks:
- Documentation of portfolio
- Documentation of course & career research
- Role play interview
Formative assessments: ongoing observations, summaries and review of student work
Please note:
Assessments tasks will include other courses (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
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.
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.
Summative Assessment tasks:
Assessment Task 7 Mid-Semester Interview and Portfolio of Evidence Week 8
A formal interview between teacher and student to discuss a variety of matters such as attendance, assessment tasks, further study options, progress and other issues including presentation of a portfolio of evidence.
This is an ongoing task for students to investigate pathways for further study. It encourages self-reflection by analysing learning styles, SWOT analysis and identifying opportunities for skills development and setting and maintaining study goals and the writing of a personal history statement for further study pathways including VTAC. The evidence should be collected and presented in a portfolio.
Assessment Task 10 pathway Portfolio and DIEO reflective writing. Due: Weeks 15
This is a final reflective writing piece. It encourages self-reflection by analysing learning styles, SWOT analysis and identifying both barriers to achieving study goals as well as opportunities for study success.
Formative assessments: ongoing observations, summaries and review of student work
Please note:
Assessments tasks will include other courses (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.
Cover Sheets
You must complete a submission cover sheet for every piece of work submitted in hardcopy. The signed cover sheet acknowledges that you are aware of the plagiarism implications
All assessment tasks including electronically recorded student work will be kept by the University for student feedback and to meet government requirements.
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.
Other Information
Attendance
It is strongly advised that you attend all sessions in order to engage in the required leaning activities, ensuring the maximum opportunity to gain competency.
Student Progress
Monitoring academic progress is an important enabling and proactive strategy to assist you to achieve your learning potential.
Student program policy www.rmit.edu.au/policies/academicprogress
You will be asked to attend mid-semester and end of semester interviews with relevant teachers and Program Co-ordinator. The interviews are an important part of giving you feedback and supporting you through your program by monitoring your academic progress
Special consideration policy (Late submissions)
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. www.rmit.edu.au/students/assessment/extension
Special consideration is an assessment adjustment for unexpected circumstances that are outside your control, which:
• have a significant adverse impact on your performance in assessment or
• prevent you from attempting or submitting the assessment. Special Consideration www.rmit.edu.au/students/specialconsideration
Academic Integrity and Plagiarism
RMIT University has a strict policy on plagiarism and academic integrity. Please refer to the Academic Integrity and Plagiarism policy
www.rmit.edu.au/students/academic-integrity
Course Overview: Access Course Overview