Course Title: Support the development of literacy skills
Part B: Course Detail
Teaching Period: Term1 2015
Course Code: TCHE5745C
Course Title: Support the development of literacy skills
School: 360T Education
Campus: City Campus
Program: C5290 - Diploma of 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 fiona.dean@rmit.edu.au
Nominal Hours: 55
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 course deals with the skills and knowledge required by education support workers to provide high level support to students and teachers in all aspects of literacy including the ability to develop resources that will reinforce literacy skills across the curriculum.
National Codes, Titles, Elements and Performance Criteria
National Element Code & Title: |
CHCEDS503A Support the development of literacy skills |
Element: |
1. Provide opportunities to stimulate the student’s language development |
Performance Criteria: |
1.1 Provide opportunities to listen to language that reflects the age interests and needs of the student |
Element: |
6. Implement a reading and/or writing support program |
Performance Criteria: |
6.1 Implement the reading and/or writing program as directed by the teacher |
Element: |
2. Implement a language support program |
Performance Criteria: |
2.1 Provide a language program according to program specifications , and as directed by, the teacher, speech pathologist or other specialist |
Element: |
3. Support the student language program |
Performance Criteria: |
3.1 Extend student competence through conversations, active listening and responding |
Element: |
4. Assist students with specific communication needs as required |
Performance Criteria: |
4.1 Identify specific communication needs of the student in consultation with the teacher |
Element: |
5. Identify what students do when they read and write |
Performance Criteria: |
5.1 Identify the generic skills and knowledge required by students to make meaning of texts |
Element: |
7. Support student reading and/or writing program |
Performance Criteria: |
7.1 Support individual student needs using reading support strategies including explicit talk |
Element: |
8. Support accurate use of spelling, grammar and punctuation |
Performance Criteria: |
8.1 Encourage students to critically reflect on the effectiveness of their writing |
Learning Outcomes
Develop the skills and knowledge required by education support workers to provide high level support to students and teachers in all aspects of literacy including the ability to develop resources that will reinforce literacy skills across the curriculum.
Details of Learning Activities
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
Action learning projects in work placement
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, directed study time and practical work relevant to the unit of competency
Workplacement
Your program consists of a combination of learning activities through a range of delivery methods including: face to face teaching, online activities and Directed Study and you are expected to participate in workplacement. You work independently 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.
Your experiences through relevant work and work placement during the program are a very important part of your learning and assessment. Your RMIT teacher will organise Professional conversations with you during the program where you have the opportunity to expand on your workplacement experiences as part of evidence for relevant assessment. You will also receive feedback from your mentor/supervisor and third party evidence. You are expected to attend workplacement regularly and the attendance schedule can be negotiated between you, your RMIT teacher and workplacement supervisor/mentor.
Teaching Schedule
Teaching Schedule
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.
Week 1
Policy procedures and legislation affecting performance as education support workers
Roles and responsibilities of education support workers and teachers in providing literacy support to students
E1 E2
Week 2
Areas of language development across the chronological periods associated with schools and other learning environments
Culturally based expectations about communication
E1 E2
Week 3
Effective communication strategies for use with students and teachers
Interacting positively with students
E1 E2 E3
Week 4
Stimulating students to speak, taking into account development and culture of the students
E1 E2 E3
Week 5
Identifying what readers do when they read
Understanding support required by developing readers
E1 E2 E3 E4 E7
Week 6
Strategies used to encourage independent and purposeful reading
The relationship between reading and writing
E1 E2 E3 E4 E5 E6
Week 7
Strategies to develop students writing; genres and writing styles
E1 E2 E3 E4 E5
Week 8
Applying appropriate strategies to develop students writing
Implementing writing support strategies
E1 E2 E3 E4 E5 E8
Week 9
Providing opportunities to stimulate the student’s language development
Using language relevant to the students culture, age, abilities, interests, and needs
Linking development of language skills to all activities
E3 E5 E6 E7 E8
Week 10
Methods to implement a language support program
Modelling language appropriate to the audience, the situation, purpose and place
E5 E6 E7 E8
Week 11
Using verbal and non-verbal communication methods
Maintaining student confidentiality according to program/school guidelines
E2 E3
Week 12
Supporting the student language program
Providing opportunities for young people to interact with others through language and non- verbal communication
E5 E6 E7 E8
Week 13
Demonstrating the different functions of language in interactions
Assisting young people with specific communication needs as required
E3 E4 E5 E8
Week 14
Supporting young people in reading and/or writing programs
Using strategies to support young people with reading and/or writing programs
E5 E6 E7 E8
Week 15
Review and reflect on experiences supporting the development of literacy skills
Issues and challenges supporting supporting the development of literacy skills
E5 E6
Learning Resources
Prescribed Texts
|
References
Other Resources
TEXTS AND EQUIPMENT
There are no set texts in this unit. 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 (use your own or they can be purchased from the City/Brunswick Library)
• USB (Memory stick)
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 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 http://www1.rmit.edu.au/students/assessment
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 

• Oral or written questioning 

• Assignments and projects 

• Presentation of a portfolio of evidence which may comprise of documents, and/or photographs and/or video and audio files 

• Review of work produced through work-based or course activities 

• Third-party feedback from a work supervisor/employer 

Assessment task 1. Portfolio of Evidence - Part A Week 5 (Review/Interview), Part B - Week 10 (Review/Interview), Part C - Final presentation of Portfolio of Evidence - Week 15
Assessment task 2. Q&A assignment - Oral presentation and/or written assignment - Supporting the development of literacy skills - Week 12
Assessment task 3: Work placement observation/demonstration
Part A Workplacement visits During weeks 3-15
Part B: Professional conversations. Week 3-15
Part C: Third party evidence/Feedback from supervisor/mentor at work placement - ongoing Week 3-15
Assessment Matrix
The assessment matrix demonstrates alignment of assessment tasks with the relevant Unit of Competency. The assessment mapping grids for units will be available online for students to access.
Other Information
All assessment tasks including electronically recorded student work will be kept by the University for student feedback and to meet government requirements.
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; are given information for assessment tasks and in some cases even do assessment tasks, ensuring the maximum opportunity to gain the competency.www.rmit.edu.au/policies/academicprogress
Feedback - Monitoring academic progress is an important enabling and proactive strategy to assist you to achieve your learning potential. Students will be asked to attend mid semester interviews with relevant teachers and Program Coordinator.
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.www.rmit.edu.au/students/assessment/extension
Academic Integrity and Plagiarism - RMIT University has a strict policy on plagiarism and and academic integrity. Please refer to the website for more information on this policy.http://www.rmit.edu.au/students/academic-integrity
Course Overview: Access Course Overview