Course Title: Support the development of literacy skills
Part B: Course Detail
Teaching Period: Term1 2014
Course Code: TCHE5813C
Course Title: Support the development of literacy skills
School: 360T Education
Campus: Brunswick 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
Elizabeth Buckley elizabeth.buckley@rmit.edu.au 9925 9494
Soosan Kian soosan.kian@rmit.edu.au 9925 9183
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: |
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: |
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 |
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: |
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: |
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 |
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
This unit is part of Diploma of Education Support program. You will study this unit with several other units on the same day. Your program consists of face to face teaching, Directed Study and you are expected to participate in professional placement. It is highly recommended that students attend at least 85% of class time as crucial learning activities, assessment task preparation some assessment tasks are completed in class. You are not required to attend 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. Directed Study is a very important part of your program. An outline of your Directed Study will be given by your teacher and is published in the Weekly Program Delivery Plan.
The student learning experience will be facilitated through participation in a range of activities: 

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. 

Professional placement
Teaching Schedule
Program Dates: Monday 10th February – Friday 28th November 2014
Term Breaks: Monday 21st April – Sunday 27th April 2014; Monday 23rd June – Sunday 13th July; Monday 22nd September – Sunday 5th October.
Public holidays: Monday 10th March (Labour Day), Friday 18th April (Good Friday), Monday 9th June (Queen’s Birthday), Monday 3rd November (RMIT Holiday), Tuesday 4th November (Melbourne Cup Day)
This unit will be delivered weekly. The times will be outlined in the program delivery plans which are updated each week.
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 blackboard.
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 diary.
Semester 1
Week 1-4
Policy procedures and other legislation affecting performance as education support workers
Roles and responsibilities of education support workers and teachers in providing literacy support to students
Areas of language development across the chronological periods associated with schools and other learning environments
Culturally based expectations about communication
Discussion, Q&A activities,
Week 5-8
Effective communication strategies for use with students and teachers
Interacting positively with students
Stimulating students to speak, taking into account development and culture of the students
Discussion, Q&A activities,
Assignment 1 – Research/Q&A
Week 9-12
Identifying what readers do when they read
Understanding support required by developing readers
Strategies used to encourage independent and purposeful reading
Discussion, Q&A activities
Week 13-16
The relationship between reading and writing
Strategies to develop students writing; genres and writing styles
Applying appropriate strategies to develop students writing
Implementing writing support strategies
Discussion, Q&A activities
Week 17-18
Applying appropriate strategies to develop students writing
Implementing writing support strategies
Reflecting on own experiences supporting the development of literacy skills
Progress interview – Q&A, Assignment 1, Evidence of practical experience supporting the development of literacy skills; e.g Observation/Demonstration, Third party
Semester 2
Week 1-4
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
Discussion, Q&A activities
Week 5-8
Methods to implement a language support program
Modelling language appropriate to the audience, the situation, purpose and place
Using verbal and non-verbal communication methods
Maintaining student confidentiality according to program/school guidelines
Discussion, Q&A activities
Assignment 2 – Research/Scenarios
Week 9-12
Supporting the student language program
Providing opportunities for young people to interact with others through language and non- verbal communication
Demonstrating the different functions of language in interactions
Assisting young people with specific communication needs as required
Discussion, Q&A activities
Progress Interview presentation of folio (oral and/or written)
Week 13-16
Supporting young people in reading and/or writing programs
Using strategies to support young people with reading and/or writing programs
Review and reflect on experiences support young people with reading and/or writing programs
Issues and challenges supporting young people with reading and/or writing programs
Discussion, Q&A activities
Week 17-18
Review and reflect on experiences support young people with reading and/or writing programs
Issues and challenges supporting young people with reading and/or writing programs
Reflecting on own experiences supporting the development of literacy skills
Assessment interview – review folio of final assessments e.g :
Q&A, Assignment 1 and 2, Evidence of practical experience fostering and supporting an effective learning environment; e.g. Observation/Demonstration, Third party, Folio – Presentation (oral and written)
Learning Resources
Prescribed Texts
References
Other Resources
TEXTS AND EQUIPMENT
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 (use your own or they can be purchased from the Brunswick Library very cheaply)
• 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 

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 tasks in this course are either formative or summative. Formative tasks provide the basis for ongoing feedback and can be considered essential building blocks for the more substantial summative assessment tasks. Summative assessment tasks in this unit are assessed using the following competency based results:
CC – Competency credit
CA – Competency achieved
NYC – Not Yet Competent
Please note:
Assessments tasks may include other Units of competency from the program.
All Assessment tasks should be submitted by the deadline. If an extension is required you must ask your teacher for one before the due date.
Assessment Matrix
The assessment matrix demonstrates alignment of assessment tasks with the relevant Unit of Competency.
These are available from the course contact person (stated above).
Course Overview: Access Course Overview