Course Title: Deliver elements of teaching and learning programs
Part B: Course Detail
Teaching Period: Term1 2023
Course Code: TCHE5950C
Course Title: Deliver elements of teaching and learning programs
School: 535T Social Care and Health
Campus: City Campus
Program: C4420 - Certificate IV in School Based Education Support
Course Contact: Jacqui Cheng and Melanie Reynolds
Course Contact Phone: +61 3 99254918; 99254059
Course Contact Email: jacqueline.cheng@rmit.edu.au; melanie.reynolds@rmit.edu.au
Name and Contact Details of All Other Relevant Staff
Jacqui Cheng
jacqueline.cheng@rmit.edu.au
Nominal Hours: 45
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
his unit describes the performance outcomes, skills and knowledge required to establish the learning environment, facilitate structured delivery and monitor outcomes.
The unit applies to education support workers who operate under the guidance and supervision of a teacher or other educational professional. They work mainly with students in classroom settings in primary or secondary schools, as defined by State/Territory legislation.
This cluster will look at strategies for effective teaching and learning focusing on mathematics. We will look at the importance of positive learning environments, understanding individual learning needs and the importance of establishing relationships in learning. We will focus on the principles of practice, use of resources and an emphasis will be placed on the visualisation and physical manipulation of numerical concepts for better understanding. Students will be encouraged to focus on numeracy from the perspective of the learner.
This unit is clustered for delivery and assessment with Support students' mathematics learning (CHCEDS045)
Assessment for this course includes 1 written knowledge task, a practical task and WP observation
National Codes, Titles, Elements and Performance Criteria
National Element Code & Title: |
CHCEDS052 Deliver elements of teaching and learning programs |
Element: |
1. Establish an environment conducive to learning. |
Performance Criteria: |
1.1. Discuss the learning activity with the supervising teacher and confirm delivery requirements. 1.2. Identify individual learning needs with the supervising teacher and agree on appropriate strategies. 1.3. Confirm availability of resources before activity commences and document resources to be used. |
Element: |
2. Deliver and facilitate learning. |
Performance Criteria: |
2.1. Establish a learning relationship with students using appropriate verbal and non-verbal communication skills. 2.2. Initiate relationships with and between students that support inclusion, acknowledge diversity and contribute to a positive learning environment. 2.3. Interact with students based on principles of practice and according to learning styles and identified learner characteristics. 2.4. Provide opportunities for students to use skills during learning activities. 2.5. Use and adapt delivery strategies, technologies and equipment to optimise student learning. |
Element: |
3. Demonstrate effective facilitation. |
Performance Criteria: |
3.1. Use presentation techniques that make delivery engaging and relevant. 3.2. Use facilitation methods that support effective participation, and individual and group management. 3.3. Monitor and document student progress using agreed observation techniques. |
Element: |
4. Monitor learning and review delivery. |
Performance Criteria: |
4.1. Monitor and document student progress against desired outcomes and individual learner needs. 4.2. Complete all required documentation accurately according to organisational procedures. 4.3. Review and consider own delivery performance. 4.4. Request feedback and documents from the supervisor on quality of delivery and areas for improvement of performance. 4.5. Implement identified improvements to delivery techniques. |
Learning Outcomes
On successful completion of this course you will have developed and applied the skills and knowledge required to demonstrate competency in the above elements.
Details of Learning Activities
This unit is part of Certificate IV in School-based Education Support program. Your program consists of face to face and potentially some remote/online classes, unsupervised Directed Study and you are required to participate in compulsory work placement. 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.
Learning activities that may be undertaken in your course:
- class exercises to review discussions/lectures
- online discussion and participation
- analysis/critique of relevant reading material
- class presentations
- group discussion
- research
- independent project-based work
- group activities/projects
- ‘workshopping’ of student projects including peer/lecturer feedback
Workplace delivery and/or assessment
The integration of work based learning and academic learning will allow you to solve authentic industry problems or address real issues faced in organisations.
An agreement including schedule and relevant insurance documentation is required to be completed before commencing each placement. In the case where a placement ends early, please refer to 6. Early Termination of Placements in the Work Integrated Learning Procedure.
In this course your knowledge and skills will be applied and assessed in a workplace context.
As part of this unit you are required to be observed undertaking learning/assessment in your chosen industry area, gaining invaluable experience and industry contacts.
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. Information about student services, rights and responsibilities is contained on the RMIT system, in the RMIT student and MyRMIT areas.
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 portal https://www.rmit.edu.au/students
Semester 1 Dates: Monday 6th February - 16th Jun
Mid Semester break – Friday 7th April – Friday 16th April
Public Holidays: Labor Day March 13 & ANZAC Day April 25
Teaching Schedule
| Week | Course outline |
Elements
CHCEDS045 |
CHCEDS052 |
|
1 |
Intro to cluster. Factors affecting children’s maths development Roles of teachers and ESWs in Maths Numerical systems (incl Roman numerals) |
E1,2 |
E1 |
|
2 |
Numeracy demands in everyday life Addition: Diagnostic overview Formative and summative assessments, standardised testing
Maths/numeracy language concepts (key terminology) |
E1,2,3 |
E2 |
|
3 |
Strands of Mathematics (F – 10) – maths curriculum Place value Subtraction algorithms |
E1,2,3 |
E1 |
|
4 |
Principles of practice Multiplication: Diagnostic overview Multiplying with powers of ten Multiplication algorithms |
E1,2,3 |
E2,3,4 |
|
5 |
HIT strategies. Questioning techniques Delivery/presentation/facilitation Alternative methods of Long multiplication |
E1, 2, 3 |
E2,3 |
|
6 |
Documenting student observations and progress in schools Division algorithms Dividing with powers of ten |
E1,2,3 |
E3 4 |
|
7 |
Introduction to Order of Operations (BODMAS) Application of Order of Operations Assessment 1 Knowledge Questions- Due |
E1,2,3 |
|
|
8 |
Intro to: Assessment Task 2 (AT2): Support maths learning planning Assessment Task 3 (AT3): Observation and Reflection
Expectation of supervising teacher’s role in AT2 and AT3.
AT2 Part A: Appendix 1 How to assess student’ knowledge/skills in a classroom?
|
E1, 2,3 |
E2,3 |
|
9 |
Meeting with supervisor in school AT2 Part A: Appendix 2
|
E2,3 |
E1,2 |
|
10 |
Planning sessions .
Focus on numeracy in work placement
|
E1,2,3 |
E3,4 |
|
11 |
discussion and feedback. Intro AT3 Part B: Reflection
Introduction to fractions |
E1,2,3 |
E4 |
|
12 |
Student enquiries regarding Assessment 2 Addition and subtraction of fractions Language/terminology associated with Maths |
E3 |
E2 |
|
13 |
Student enquiries regarding Assessment 3 Multiplication and division of fractions |
E3 |
|
|
14 |
Focus on Assessment 2 Assessment 2: Support maths learning planning - Due |
E1,2,3 |
E3,4 |
|
15 |
Directed numbers
|
E3 |
|
|
16 |
Assessment Task 3: Observation and Reflection - Due |
|
|
Learning Resources
Prescribed Texts
References
Other Resources
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:
• Laptop/tablet
• Headphones
The University Library has extensive resources and provides subject specialist expertise, research advice, help with referencing and support through:
The Learning Lab
https://www.rmit.edu.au/students/study-support/learning-lab
The Study Support Hub
https://www.rmit.edu.au/students/study-support/study-support-hub
English for uni workshops
https://www.rmit.edu.au/students/study-support/workshops/english-uni-workshops
Overview of Assessment
Assessment is ongoing throughout the course. You must demonstrate critical aspects for assessment and evidence required to demonstrate competency in this unit.
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.
Full assessment briefs will be provided and can be found on Canvas.
Assessment Tasks
Students enrolled in Vocational Education and Training qualifications are assessed for Competency. To be assessed as 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.
You should refer to the assessment brief which is available through Canvas for full assessment criteria and due dates
Assessment task 1: Knowledge questions. Due week 7
Assessment task 2: Support Maths learning planning. Due week 14
Assessment task 3: Observation and Reflection: Week 16
Results that apply to courses that are delivered and assessed in accordance with competency-based assessment are:
CA: Competency Achieved
NYC: Not Yet Competent
DNS: Did not Submit for Assessment
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.
All assessment tasks including electronically recorded student work will be kept by the University for student feedback and to meet government requirements.
Resubmissions:
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
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:
Your learning experience will involve class-based teaching, discussion, demonstration and practical exercises
It is strongly advised that you attend all timetabled sessions. This will allow you to engage in the required learning activities, ensuring you the maximum opportunity to complete this course successfully.
Information about your course:
You can access ‘my course’ through the RMIT website for information about timetables, important dates, assessment dates, results and progress, Canvas.
https://www.rmit.edu.au/students/my-course
Assessment:
Information on assessment including Special consideration, Adjustments to assessment, (eg. applying for an extension of time):
https://www.rmit.edu.au/students/my-course/assessment-results
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.
https://www.rmit.edu.au/students/my-course/assessment-results/academic-integrity
Credit Transfer and Recognition of Prior Learning:
Credit transfer is the recognition of previously completed formal learning (an officially accredited qualification).
Recognition of Prior Learning (RPL) is an assessment process that allows you to demonstrate competence using the skills you have gained through experience in the workplace, voluntary work, informal or formal training or other life experiences.
Please speak to your teacher if you wish to discuss applying for Credit Transfer or RPL for the unit(s) of competency addressed in this course.
https://www.rmit.edu.au/students/my-course/enrolment/apply-for-credit
Course Overview: Access Course Overview