Course Title: Collect and analyse information to inform work strategies
Part B: Course Detail
Teaching Period: Term2 2011
Course Code: OFFC5259C
Course Title: Collect and analyse information to inform work strategies
School: 360T Education
Campus: City Campus
Program: C4282 - Certificate IV in Education Support
Course Contact : Robyn Blaikie
Course Contact Phone: +61 3 9925 4838
Course Contact Email:robyn.blaikie@rmit.edu.au
Name and Contact Details of All Other Relevant Staff
Fiona Dean: Teacher
Ph: 9925 4650
fiona.dean@rmit.edu.au
Nominal Hours: 35
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
No specific pre-requisite and co-requisite.
Course Description
This unit deals with the skills and knowledge required to work in conjunction with teacher to collect and evaluate information to inform strategies that enhance student services within the education workplace.
National Codes, Titles, Elements and Performance Criteria
National Element Code & Title: |
CHCEDS407A Collect and analyse information to inform work strategies |
Element: |
1. Collect data to inform education support role |
Performance Criteria: |
1.1 Work in conjunction with a teacher to identify information requirements to perform specific education support function |
Element: |
2. Evaluate and interpret information |
Performance Criteria: |
2.1 Evaluate information to determine relevance and validity to the set task |
Element: |
3. Present information |
Performance Criteria: |
3.1 Report recommendations and options in an accepted structure, style and format using appropriate technology |
Learning Outcomes
The learning outcomes for this course are for students to gain the skills and knowledge required to work in conjunction with teacher to collect and evaluate information to inform strategies that enhance student services within the education workplace.
Details of Learning Activities
The student learning experience will be facilitated through participation in a range of activities:
Group discussion
Guest speakers
Oral and/or written questions on "What if?" scenarios
Individual and group projects
Realistic simulations and role play
Practical demonstrations and direct observation of actual work and simulated work practice
Oral Presentations
Teaching Schedule
Semester 1
Week 1-4
Theory – Identifying legislative and policy requirements relevant to workplace
Organisation procedures relating to security and confidentiality
Collecting data to inform education support role
Identifying potential internal and external sources of information and arrange for access to the
information
Discussion, Q&A activities, Evidence Guide
Week 5-9
Theory – Work in conjunction with relevant staff to identify information requirements to perform specific
education support function
Identifying potential internal and external sources of information and arrange for access to the
Information
Collecting information
Discussion, Q&A activities,
Assignment 1 – Q&A
Week 10-14
Theory– Accessing internal and external sources to retrieve required information
Collating required information
Evaluating and interpreting information
Evaluating information to determine relevance and validity to the set task
Discussion, Q&A activities
Week 15-18
Theory – Analysing information using reliable and suitable methods acceptable to the education context
Using assumptions in analysis
Identifying strategies for application in the education support work supported by
evidence
Discussion, Q&A activities
Progress interview – Evidence guide, Assignment 1, Observation/Demonstration, Third party
Semester 2
Week 1-4
Theory – Complying and responding to legislative issues
Reporting processes, evaluating and interpreting information to inform education support role
Presenting information
Reporting recommendations and options using appropriate technology
Discussion, Q&A activities
Week 5-9
Theory – Presenting reports which conform to the education organization requirements
Presentation formats
Distributing reports and information in accordance with organisation requirements
Working effectively under pressure
Discussion, Q&A activities
Assignment 2 – Scenarios
Week 10-14
Theory– Complying and responding to legislative issues
Issues involved in reporting processes, evaluating and interpreting information
Issues concerning presenting information
Discussion, Q&A activities
Project – Presentation (oral and/or written)
Week 15-18
Theory – Complying and responding to legislative issues
The positives and negatives of legislative processes and procedures specific to an education
worker role
Reflecting on experiences working in education
Assessment interview – review folio of final assessments e.g :
Evidence Guide, Assignment 1 and 2, Evidence of practical experience working with children and young people, e.g Observation/Demonstration, Third party, Project – Presentation (oral and/or written)
Learning Resources
Prescribed Texts
References
Other Resources
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. You may be assessed by:
• Direct observation of actual and simulated work practice
• Oral or written questioning
• Assignments and projects
• Presentation of a portfolio of evidence which may comprise documents, and/or photographs and/or video and audio files
• Review of products produced through work-based or course activities
• Third-party feedback from a work supervisor/employer
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.
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 (http://mams.rmit.edu.au/kh6a3ly2wi2h1.pdf) 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: http://www.rmit.edu.au/browse;ID=ln1kd66y87rc
Assessment Tasks
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:
• Direct observation of actual and simulated work practice
• Project 1 - Oral and/or written question and answer assignment / Workbooks
• Project 2 – Individual or group project
• Scenarios (oral and/or written task)
• Presentation of a portfolio of evidence which may comprise documents, and/or photographs and/or video and audio files
• Third-party feedback from a work supervisor/employer
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.
Assessment Matrix
In Assessment matrix Booklet given to students at commencement of program
Course Overview: Access Course Overview