Course Title: Develop and document a learning plan and portfolio
Part B: Course Detail
Teaching Period: Term1 2020
Course Code: GEDU6177
Course Title: Develop and document a learning plan and portfolio
School: 375T Vocational Design and Social Context
Campus: City Campus
Program: C3403 - Certificate III in EAL (Further Study)
Course Contact: Baia Tsakouridou, Melanie Reynolds
Course Contact Phone: +61 3 9925 4488
Course Contact Email: baia.tsakouridou@rmit.edu.au; melanie.reynolds@rmit.edu.au
Name and Contact Details of All Other Relevant Staff
Louise McRoberts louise.mcroberts@rmit.edu.au
Jane Saunders jane.saunders@rmit.edu.au
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
None
Course Description
In this unit of competency, you will be introduced to skills and knowledge to identify long and short term goals, review current skills and plan future skills development and develop a learning plan to achieve goals.
National Codes, Titles, Elements and Performance Criteria
National Element Code & Title: |
VU22384 Develop and document a learning plan and portfolio |
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Element: |
1. Identify and clarify own goals |
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Performance Criteria: |
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Element: |
2. Develop and document an individual learning plan to achieve goals |
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Performance Criteria: |
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Element: |
3. Prepare a portfolio of completed work samples |
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Performance Criteria: |
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Element: |
4. Monitor and update the individual learning plan |
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Performance Criteria: |
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Learning Outcomes
The outcomes described in this unit contribute to the achievement of Australian Core Skills Framework (ACSF) indicators for Learning at Level 3: 3.01, 3.02
Details of Learning Activities
This unit is part of Certificate III in EAL (Further Study). You will study this unit with other units on the same day. Your program consists of Face to Face teaching and Directed Study. This course will have a minimum of two hours directed study a week (one hour of required tasks and one hour of recommended tasks). You are not required to attend classes to complete the 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. An outline of your Directed Study is published each week on Canvas.
The Weekly Program Delivery Plan is a detailed outline of what activities you will be undertaking in each session on a weekly basis. You can access this via Canvas at the start of each teaching week. This unit will run for 10 weeks of the Program
Teaching Schedule
Course Schedule: Semester 1: 2020 | |||
Session |
Topic (assessment tasks) |
Key Activities |
Elements VU22384 |
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Week 1
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Introduction to the course |
Show students the schedule/timetable for this 10 week course. Discuss expectations and topics, samples of completed tasks, terminology associated with the course. Introduce students to 'TED talks' to assist with goals, further study and life skills and websites to use Hand out information on assessment tasks to be completed with timelines. Assessment Task 1 to be handed out due in week 7 |
1,2,3,4 |
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week 2
|
Setting goals
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Setting goals for study (further and current) Pair/group work to discuss and record short/long term goals. Complete survey in class on achievable and non achievable goals (short and long) Brainstorm activities to achieve goals and timeline to achieve set goals- write a draft and present to teacher Introduction to pathways - presentation by Student Union Rep. |
1,2 |
| week 3 | Enterprise skills |
Working in pairs student to look at the skills, define, rank and compare similarities/differences
Continue to work on assessment task |
1,2,3 |
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week 4
|
Learning Plan Assessment Task 1 Due |
Identify resources and support persons to assist in setting short/long term goals and complete writing the Individual learning plan. Look at the different types of learning plans - Vision board To be reviewed in the second assessment task |
1,2,3 |
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week 5
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Review Assessment Task 1 | Students to receive feedback on Assessment Task 1 and make any changes or updates to their goals and learning plan |
1,2,3,4 |
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Week 6
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Handout Assessment task 2 |
Teacher will work with students to read and understand expectation of Assessment Task 2. Identify what and why a learning plan is needed
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3,4 |
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Week 7
|
Portfolio and evidence |
Students to work on assessment task 2 and collect evidence to submit in portfolio. Discuss formats to use with evidence-E-folio/online, hard copy. Students to decide to choose pieces to submit in Week 10 (Pathways Presentation and discussion) |
3,4 |
Week 8 |
Review and update learning plan and Portfolio of evidence |
Teacher to sight and sign off on collected pieces of evidence. Students to compare Assessment Task 1 Learning Plan with Assessment Task 2 Learning Plan and amend. Discuss changes and amendments with each other and the teacher Students at risk to have interview with their teacher/s and coordinator |
2,3,4 |
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Week 9A
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Review and update learning plan and Portfolio of evidence |
Easter Break: Thursday 9 April to Wednesday 15 April Students to finalise portfolio of evidence and Individual Learning Plan to hand in next week |
1,2,3,4 |
9B |
Review and update learning plan and Portfolio of Evidence |
Easter Break: Thursday 9 April - Wed 15 April Students to finalise portfolio of evidence and individual learning plan to hand in |
1,2,3,4 Assessment Task 2 due |
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Week 10
|
End of course |
Students to check portfolio of evidence - Assessment Task 2 Review course and own progress Feedback on Assessment Tasks and Goals |
1, 2, 3, 4 |
**The teaching schedule maybe subject to change. Students will be advised via CANVAS and in class should changes occur.
The course will be delivered weekly. The times will be outlined in the weekly delivery plans which are updated each week.
Your program is made up of:
- Orientation
- Learning activities
- Mid semester review
- Guest speakers
- Excursions
- Exit review
All students will be have an induction into RMIT and this course. The induction includes:
- Induction Booklet and presentation
- Explore RMIT activity
- Orientation to RMIT Libraries
Course Dates
Semester 1: Monday 10 February – Friday 24 April 2020
Mid-semester break: Thursday 9 April – Wednesday 15 April (inclusive)
Public Holidays: 9 March 2020 (Labor Day); 8 June (Queens Birthday)
9B |
Review and update learning plan and Portfolio of evidence |
Easter Break: Thursday 9 April – Wednesday 15 April (inclusive) Students to finalise portfolio of evidence and Individual Learning Plan to hand in next week
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1,2,3,4 Assessment Task 2 due
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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
- 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)
- BYOD - Laptop (if you have one)
- A4 Plastic folder with A4 plastic pockets
Teacher will provide handouts and resources during class time. You can locate these resources on CANVAS.
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 quizzes, observation, oral and written questions, notetaking, summaries and short answer responses, personal writing, or portfolio of evidence.
Feedback will be provided throughout the semester, in both oral and written form, 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 Equitable Learning Services if you would like to find out more.
The Student Charter summarises your responsibilities as an RMIT university student as well as the responsibilities of the university. This can be found on the RMIT University website at: https://www.rmit.edu.au/students/student-essentials/rights-and-responsibilities/student-responsibilities/student-charter
Your course assessment conforms to RMIT assessment principles, regulations, policies and procedures which can be found on the RMIT University website at: https://www.rmit.edu.au/about/governance-and-management/policies/assessment-policy
Assessment Tasks
Summative assessments:
Assessment Task 1: Identify Skills and Goals (Due Wk 4)
This is an ongoing task for to identify learning goals, weak areas in language and resources to addresses the areas. It encourages self-reflection by analysing learning styles and identifying opportunities for skills development and setting and maintaining study goals.
Assessment Task 2: Review Learning Plan and Portfolio of Evidence (Due Wk 9)
The purpose of this task is to develop the following skills and knowledge:
- importance of documenting learning to support improvement
- identify factors that can support or distract from progress
- identify different learning strategies and understand how they contribute to learning
- problem solving skills to draw on own and others experience to develop and inform learning plan
- organisational skills to put together a portfolio.
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 this unit and its elements over a range of occasions. To successfully complete this unit you will need to demonstrate that you are competent in both assessment tasks. You are encouraged to discuss any problems or concerns with your teacher or student coordinator.
Other Information
Attendance
Your course involves participating in face to face classes. It is strongly advised that you attend all sessions in order to engage in the required learning activities, ensuring the maximum opportunity to successfully complete this course.
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 the program coordinator. 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 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 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