Course Title: Develop and document a learning plan and portfolio

Part B: Course Detail

Teaching Period: Term1 2014

Course Code: GEDU6043

Course Title: Develop and document a learning plan and portfolio

School: 360T Education

Campus: City Campus

Program: C3311 - Certificate III in EAL (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

Angela Borrelli 94.3.16 email:
Karen Gao 94.3.16 email:
Marcelle Damicoucas 94.3.16 email:

Jane Saunders 94.3.16 email:

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


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 to achieve individual goals.

National Codes, Titles, Elements and Performance Criteria

National Element Code & Title:

VU21323 Develop and document a learning plan and portfolio


2 Clarify factors impacting on own learning

Performance Criteria:

2.1 Scan sources of text information on a current issue
2.2 Outline the main facts of the issue
2.3 Outline supporting information or examples.


1 Clarify learning goals

Performance Criteria:

1.1 Select a current issue of local or international significance
1.2 Outline the main facts of the selected issue
1.3 Give and respond to opinions on the issue
1.4 Use conversation strategies to participate effectively


3 Document an individual learning plan.

Performance Criteria:

3.1 Clarify the purpose of an individual learning plan
3.2 Identify the features of an individual learning plan
3.3 Confirm the processes for developing an individual learning plan
3.4 Complete the individual learning plan


4 Prepare portfolio of completed work samples

Performance Criteria:

4.1 Discuss the purposes of the portfolio
4.2 Identify and discuss types of evidence required
4.3 Define the purpose of evidence
4.4 Clarify format of portfolio
4.5 Collect examples of evidence for portfolio


5 Monitor and update the individual learning plan

Performance Criteria:

5.1 Identify progress towards end-of-course goals and objectives
5.2 Determine factors which contributed to success in meeting goals
5.3 Note barriers to success in meeting goals
5.4 Discuss learning strategies which can be applied to other contexts with appropriate support person
5.5 Amend individual learning plan as needed.

Learning Outcomes

 This unit applies to participants using reading and writing skills in English in a wide range of formal and informal situations. It develops the skills and knowledge to identify and document current skills and plan future skills development to achieve individual learner objectives. .

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.

Details of Learning Activities

This unit is part of Certificate III in EAL (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.

In this unit you will:

document you individual learning plan,
clarify your goals
identify areas for further skill development
identify your strengths and weakness
prepare a portfolio of work completed during the semster
you will also monitor andupdate your individual learning plan

Complete a  Reflective Writing Assessment Task describing your progress and your achievements during the course.

The revision of important grammatical structures will be incorporated into each activity.


Teaching Schedule

This program is of 18 weeks duration. The week one is induction week.

Program Dates: 10 - 14 February: Induction Week
17 February - 20 June, 2014
Public Holiday
Labour Day 10 March,2014
Good Friday 18 April, 2014
ANZAC Day 25 April, 2014

Mid Semester Break
18 April - 25 April, 2014Cert III in EAL (Access) Semester 1 2014 


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

Guest speaker: Julie Collins

Teaching Schedule: This course will be delivered weekly. The times will be outlined in the program delivery plans which are updated each week.

1 Identify goals and set out a learning plan, Set up porfolio and complete weekly goals and achievement in the independent weekly stuyd plan.
2commence documenting a weekly plan, ouline areas of improvement and indivuidual/directed study plans
10Mid semester interview to discuss porfolio of completed work and progress
 16Complete Portfolio of work and complete Reflective Assessment task of individual progress and achievements.
17finalize portfolio of completed work , discuss achievements and progress and future study plans in exit interview with teachers


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


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 will 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 policy 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 see


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
Prepare a portfolio of assessment tasks completed dluring the semester with completed individual learning plan . 
A mid term progressive interview/review in Week 10.
Complete Reflective Written Assesement Task 15  of your learning experiences during the semester.
Formative assessments: ongoing observations, summaries and review of student work

•: 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