Course Title: Support students' literacy learning

Part B: Course Detail

Teaching Period: Term2 2021

Course Code: TCHE5889C

Course Title: Support students' literacy learning

School: 375T Vocational Design and Social Context

Campus: City Campus

Program: C4349 - Certificate IV in Education Support

Course Contact: Jacqueline Cheng

Course Contact Phone: 99254918

Course Contact Email:

Name and Contact Details of All Other Relevant Staff

Jacqueline Cheng

Nominal Hours: 40

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 focuses on the skills and knowledge required by education support workers to work with teachers to support students in pre-primary, primary and secondary to develop literacy skills, including oral language, reading and writing skills. It provides skills and knowledge to enable education support workers to work with the teacher to develop resources to reinforce literacy skills across the curriculum and to support students during various phases in the acquisition of literacy competence. On successful completion of this unit, you will have developed and applied the skills and knowledge required to demonstrate your competency in the above elements.

National Codes, Titles, Elements and Performance Criteria

National Element Code & Title:

CHCEDS020 Support students' literacy learning


1. Encourage and model spoken language

Performance Criteria:

1.1  Identify and use a variety of styles of verbal

1.1       Identify and use a variety of styles of verbal communication

1.2       Demonstrate the different functions of language in interactions

1.3       Monitor students’ understanding and use of language through observation, listening and conversation, and provide information to teachers to inform planning

1.4       Identify factors affecting language acquisition and discuss with the teacher/s

1.5       Use language appropriate to students’ culture, age, abilities, interests and needs

1.6       Use spoken language to effectively interact with students

1.7       Talk explicitly about language to scaffold learning

1.8       Model language appropriate to the situation, the purpose and the audience for students


2. Support students to read and interpret texts

Performance Criteria:

2.1       Determine strategies for supporting students in the interpretation of texts in consultation with the teacher/s

2.2       Implement planned strategies to enhance the abilities of students and address their individual needs

2.3       Encourage students to problem-solve in order to make meaning from texts

2.4  Use explicit talk to focus students on specific literacy skills


3. Enhance students’ literacy skills through writing activities

Performance Criteria:

3.1       Use accurate terminology, as planned with teacher/s, to support students’ learning

3.2       Implement strategies devised with teacher/s to develop students’ skills in the use of written language

3.3       Use planned strategies to reinforce literacy skills across all key learning areas

3.4       Encourage students to improve spelling skills using strategies appropriate to students’ developmental levels

3.5       Support students to plan their writing tasks

3.6       Encourage students to critically reflect on the effectiveness of their writing

3.7  Support students to effectively edit their writing


4. Design resources to support literacy development

Performance Criteria:

4.1       Plan learning environments and activities in advance with the teacher/s

4.2       Design resources, in consultation with teacher/s, to reinforce literacy skills, while fulfilling curriculum requirements

4.3  Design resources to suit the developmental level of the students, as determined by the teacher/s

Learning Outcomes

This unit develops the skills and knowledge required by education support workers to work with teachers to support students in pre-primary, primary and secondary to develop literacy skills, including oral language, reading and writing skills. It provides skills and knowledge to enable education support workers to work with the teacher to develop resources to reinforce literacy skills across the curriculum and to support students during various phases in the acquisition of literacy competence.

Details of Learning Activities

This unit is part of the Diploma of Teacher Education Preparation program. Your program consists of face to face/remote online classes via Canvas, Unsupervised Directed Study and compulsory Work placement attendance. It is strongly advised you attend all sessions in order to engage in the required learning activities, ensuring the maximum opportunity to gain the competency. You are not required to attend to complete Unsupervised Directed Study, however you are expected to complete the work given and will at times be required to show evidence the work has been completed. Your Unsupervised Directed Study will be posted on Canvas.

The student learning experience will be facilitated through participation in a range of activities: 

  • Work placement
  • Group discussion 
  • Research assignments
  • Guest speakers
  • Oral and/or written questions on "What if?" scenarios
  • Realistic simulations and role play
  • Practical demonstrations and direct observation of actual work and simulated work practice
  • Oral presentations
  • Individual and group projects - Completing the projects will include negotiated independent study time and practical work relevant to the unit of competency. 

Teaching Schedule

This unit will be delivered weekly. 
Please note: While your teacher will cover all the material in this schedule, the weekly order is subject to change depending on class needs and availability of speakers and resources. Should the teaching schedule change students will be advised via Canvas.
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 on the RMIT system, in the RMIT student and MyRMIT areas.

Semester 2: Monday12 July 2021 to Friday 17 November 2021
Face to Face classes:

  • Week 1 (12-16 July)
  • Week 3 (26-30 July)
  • Week 7 (23-27 Aug) 
  • Week 12 (4-8 Oct)
  • Week 15 (25-29 Oct)

    Mid Semester Break: Monday 20 September to Friday 1 October 2021 (school holidays)
    Public Holidays: Tuesday 2 November (Melbourne Cup)

Teaching Schedule 

Teaching Schedule  Face to Face classes/Online classes Elements
Week 1 

Introduction to Literacy unit 

What is Literacy? 

Work placement orientation session 

Week 2

Oral language- 

What is oral language? 

How do we practice/encourage at school 


Week 3

Oral Language-  

questioning techniques/ comprehension questions 

Teacher verbal language in the classroom/explicit language 


Week 4


Reading aloud 



Week 5


Levels of reading 

Strategies to learn to read/pre reading 

Book genres 


Week 6


Group reading activities 

 Apostrophes of ownership 

 (E2, 4) 
Week 7

Introduction to AT1: Unit Knowledge Questions

Books as games/activity starters 

Grammar quiz

Week 8

Literacy learning continuum 

Books as activity starters 


 AT1: Unit Knowledge Questions DUE

 (E2, 3, 4) 
Week 9




Sight words 


Week 10


Victorian cursive 

Handwriting policies 


Week 11

Literacy Curriculums-

ACARA/Vic Curriculum docs 

Introduction to  AT2: Supporting and Demonstrating Literacy skills in the classroom

Learning environments  

 (E 4) 
Week 12 



Story writing process 

Graphic organisers 

(E3, 4) 
Week 13


Story writing ideas 

Editing and proofreading/publishing 

Using flashcards 

Week 14

AT3: Work Placement booklet Literacy section/meetings 

 (E1, 2, 3, 4) 
Week 15 

Planning documents-

Planning and implementing a group activity 

Review AT2-Q and A 


Week 16 

(school observation visits) 

AT2/AT3  Drop in session 

 AT2: Supporting and Demonstrating Literacy skills in the classroom DUE

AT3:Work Placement booklet DUE

(E1, 2, 3, 4) 
Week 17 

Reflection on unit/semester 


Learning Resources

Prescribed Texts


Other Resources


There are no set texts in this course. RMIT will provide you with resources and tools for learning in this course through handouts, our online systems and access to facilities and relevant software. You will also have access to the library resources. It is recommended that you bring:

• Display folder with plastic sleeves
• Highlighter pens
• Notebook or loose leaf paper
• Headphones
• USB (Memory stick)

The University Library has extensive resources and provides subject specialist expertise, research advice, help with referencing and support through:
The learning Lab
The Study Support Hub
English for uni workshops


Overview of Assessment

This unit is part of an integrated program. You must demonstrate Performance and Knowledge Evidence of the unit 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:
• Oral or written questioning
• oral presentations
• Assignments and projects
• Direct observation of actual work practice
• Presentation of a portfolio of evidence which may comprise documents, and/or photographs and/or video and audio files
• Work-based 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 manager 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.

Your course assessment conforms to RMIT assessment principles, regulations, policies and procedures which can be found on the RMIT University website at:;ID=qwxbqbg739rl1

Assessment Tasks

Assessment Tasks 

Assessment 1: Unit Knowledge Questions (Week 8) 

Assessment 2: Literacy Skills (Week 14)

Assessment Task 3 - Observation & Demonstration in Work placement (Week 7-17) and

                               Work  placement Booklet (Week 16-17)   

Assessment in this unit is assessed using the following overall competency based results:

CA - Competency achieved
NYC - Not Yet Competent

All Assessment tasks should be submitted by the due date. If an extension is required please contact your teacher and/or Coordinator before the due date.
You must complete a submission cover sheet for every piece of submitted work.
All assessment tasks including electronically recorded student work will be kept by the University for student feedback and to meet government requirements.
If you are found to be Not Yet Competent in a Course Assessment Task you may be allowed one resubmission only. Your teacher will provide feedback regarding what you need to do to improve and will set a new deadline for the resubmission. The highest grade you will receive if your resubmission is successful is 'CA'

Students enrolled in Vocational Education and Training qualifications are assessed for Competency.  To be assessed competent means you have consistently demonstrated the required knowledge and skills at a standard expected in the workplace. To be assessed as Competent in this course, you will need to complete each assessment task to a satisfactory standard. You will receive feedback from the teacher at the conclusion of each assessment task.

Assessment Matrix

The assessment matrix demonstrates alignment of assessment tasks with the relevant Unit of Competency and with the critical aspects of assessment for each unit. 

Other Information

Attendance - The major learning experience 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 gain the competency.
Feedback - Monitoring academic progress is an important enabling and proactive strategy to assist you to achieve your learning potential. Students may be asked to attend interviews with relevant teachers and Program Coordinator to discuss academic progress.

Assessment Academic Progress   

Special Consideration - 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. Please see the RMIT website for further information.
Academic Integrity and Plagiarism - RMIT University has a strict policy on plagiarism and academic integrity. Please refer to the website for more information on this policy.

Course Overview: Access Course Overview