Course Title: Apply essential further study skills

Part B: Course Detail

Teaching Period: Term1 2015

Course Code: GEDU5990

Course Title: Apply essential further study skills

School: 360T Education

Campus: City Campus

Program: C3308 - Certificate III in General Education for Adults

Course Contact : Baia Tsakouridou, Bloss Robertson

Course Contact Phone: +61 3 9925 4488

Course Contact,

Name and Contact Details of All Other Relevant Staff

Jacqui Cheng -

Tim Morris-

Nominal Hours: 90

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


Course Description

In this unit of competency you will be introduced to skills and knowledge required to prepare to enter tertiary study . The competency will cover basic skills in research and the analysis of tasks in a tertiary study context.

National Codes, Titles, Elements and Performance Criteria

National Element Code & Title:

VU20746 Apply further study skills


3 Use effective reading strategies for complex texts

Performance Criteria:

3.1 A range of academic reading strategies are described and applied

3.2 The significance of context for the meaning of a text is identified and discussed

3.3 Techniques for note taking, summarizing and synthesizing information are applied

3.4 Text structure, technical vocabulary, wording and syntax are used to assist interpretation of meaning

3.5 Dictionaries and other references are used to assist interpretations of texts


1 Use a range of learning strategies

Performance Criteria:

1.1 A range of views about learning are compared

1.2 A range of learning strategies are defined

1.3 The main learning contexts that may be experiences in a tertiary learning environment are considered

1.4 Learning strategies are used for a range of learning contexts

1.5 Individual strengths, weaknesses and preferences in the use of different learning strategies in different contexts are considered


2 Use a range of library and online sources to access information

Performance Criteria:

2.1 The main services of a library are described

2.2 The range of sources for obtaining information in a library are identified

2.3 Appropriateness of information is assessed

2.4 Accurate records are made and stored appropriately


4 Use academic writing skills to produce complex texts

Performance Criteria:

4.1 Main features of different academic texts are identified

4.2 Main phases of the academic writing process are identified

4.3 The significance of audience and context are reflected in the conventions of academic writing

4.4 Appropriate citation is used for references and quoted work

4.5 Academic standards on plagiarism and collusion are observed


5 Participate effectively in collaborative learning

Performance Criteria:

5.1 The key features of collaborative learning are identified

5.2 Characteristics of effective collaborative learning are described

5.3 Verbal, interpersonal and participatory skills necessary for effective learning collaboration are used

5.4 Appropriate planning processes are negotiated with fellow students to achieve agreed outcomes

Learning Outcomes

On successful completion of this course, you will have developed and applied the skills and knowledge required to demonstrate your competence of the above elements. The outcomes described in this unit relate to the Australian Core Skills Framework (ACSF) They contribute directly to the achievement of ACSF indicators of Reading and Writing competence at Level 5:

Details of Learning Activities

The competency will cover basic skills in learning strategies, analysis, critical thinking, research and academic writing for tertiary study.

You will be taught research and analytical skills over a wide range of texts relevant to the study context.

You will:
• read, analyse and review complex texts for appropriateness in a further study context.

In a variety of writing activities, you will improve youracademic skills and learn how to use different writing styles theat are appropriate for your study context.This will include essays, research reports, lab reports, proposals, critques. You will:
• take notes from a range of complex texts
• learn to locate and record references used
• learn about research, essay and report writing
• learn to plan, draft and proofread your work.
• construct formatted texts for study purposes
• become familiar with academic discourse
The revision of important grammatical structures will be incorporated into each activity.

Verbal communication skills necessary for Collaborative learning will be explored

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.


 VU20746 Apply further study skills







 Assessment Task 2 Charity morning tea. Group project.

Note taking-general hints and tips



  Assessment Task 2 Charity morning tea. Group project

note taking in presentations and lectures



  Assessment Task 2 Charity morning tea. Group project




Assessment Task 2 Charity morning tea. Group project

 Harvard  referencing/intext citations/bibliographies



  Library skills


 online data searching- google scholar/ factiva


  RMIT library/other




 oral presentations- hints and tips

how to use powerpoint



 Group research and presentation assessment task ( preparation)



 Group research and presentation assessment task ( preparation)



 Oral presentations



Oral presentations



 report writing/research



 report writing/research




**The teaching schedule maybe subject to change. Students will be advised via Blackboard and in class should changes occur.

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)
• 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

 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. Assessment is ongoing throughout the course. Assessment tasks will require you to demonstrate the application of knowledge and skills through practical projects and/or written tasks.

Both verbal and written feedback will be provided throughout the semester, as well as individual and group feedback on practical exercises.
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 course 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.

Summative Assessment tasks:

Assessment Task 2 Charity morning tea. Group project. Due: Weeks 2- 5

This purpose of this task is to develop individual research skills and to foster key skills for successful group work. It requires individual research, group participation, planning & decision making, conducting charity morning tea, collecting and donating money and giving a 10 minute group oral presentation.

Assessment Task 8 Research & Presentation task Due: Week 12

This task takes place over several weeks and involves research, drafting writing and conducting a survey to find out who comes to Melbourne CBD and why people come to Melbourne CBD.
Students in groups of 3-4 conduct the survey at particular locations across the CBD. Survey results are then collated in maths class using Excel spread sheets and students generate results in graph form. Finally students use the graphs and write a short report of 300-500 words addressing the topic of who and why people come to Melbourne CBD.

 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

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

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.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

Academic Integrity and Plagiarism
RMIT University has a strict policy on plagiarism and academic integrity. Please refer to the Academic Integrity and Plagiarism policy

Course Overview: Access Course Overview