Course Title: Support the development of literacy skills

Part B: Course Detail

Teaching Period: Term1 2015

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

Name and Contact Details of All Other Relevant Staff

Elizabeth Buckley 9925 9494

Soosan Kian  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


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
1.2 Use language relevant to the students culture, age, abilities, interests, and needs
1.3 Link the development of language skills to all school activities
1.4 Select resources and strategies to support language skills according to criteria established by the teacher and ensure they are appropriate for age, abilities, interests and needs


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
6.2 Keep a record of student reading and/or writing as directed by the teacher and using established systems of the education organisation
6.3 Create optimum conditions for student development of specific writing skills with guidance from teachers
6.4 Support student learning using accurate terminology as planned with teachers


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
2.2 Model language which is appropriate to the audience, the situation, purpose and place
2.3 Use verbal and non-verbal communication methods
2.4 Maintain student confidentiality according to program/school guidelines


3. Support the student language program

Performance Criteria:

3.1 Extend student competence through conversations, active listening and responding
3.2 Encourage students to express their thoughts and feelings and words
3.3 Provide opportunities for students to explore forms of non -verbal communication
3.4 Provide opportunities for students to interact with others through language
3.5 Monitor students understanding and use of language through listening and conversation to assist teachers with planning
3.6 Demonstrate the different functions of language in interactions with the student
3.7 Use explicit talk to scaffold learning


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
4.2 Use alternate communication strategies or techniques according to directions from the teacher
4.3 Promote and encourage integrations and participation in class activities
4.4 Identify and use specialist assistance when required in supporting students


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
5.2 Recognise the links between reading and writing
5.3 Identify and use various genre that may be read
5.4 Recognise reading and writing processes according to teacher specifications and the level of student ability
5.5 Select texts for specific purposes according to criteria developed by the teacher


7. Support student reading and/or writing program

Performance Criteria:

7.1 Support individual student needs using reading support strategies including explicit talk
7.2 Implement support procedures for students according to reader program and teacher requirements
7.3 Report student reading and/or writing progress regularly to teachers as part of evaluation process
7.4 Determine support strategies to accommodate the students writing and/or reading ability according to teacher guidelines
7.5 Enhance the writing process by using the relationship between reading experiences and writing
7.6 Support students to plan their writing tasks


8. Support accurate use of spelling, grammar and punctuation

Performance Criteria:

8.1 Encourage students to critically reflect on the effectiveness of their writing
8.2 Demonstrate and encourage the use of resources to provide guidance in writing
8.3 Use strategies to support the student according to teacher evaluation of student needs

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:  Semester 1

9 February - 19 June 2015

Mid Semester Break: 3 April - 10 April 2015
Public Holidays: 9 March 2015 (Labour Day); 8 June 2015 (Queen’s Birthday)

Semester 2

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.

This unit is clustered with VU20758 Analyse literary texts and genres

Semester 1

WeekCHCEDS503A Support the development of literacy skills





 1 Text types and contexts 5,8 1,2
 2 Text types and genres
 5,8 1,2
 3 Text types and interpretations 5,8 1,2,3
 4 Text types and interpretations 1,5,7,8 1,2,3
 5 Genre analysis 1 1,5,7,8 1,2,3
 6 Genre analysis 1 1,5,7,8 1,2,3
 7 Genre analysis 1 1,5,7,8 1,2,3
 8 Genre analysis 1 1,5,7,8 1,2,3
 9 Keeping a professional journal
 1,2,3,4,7,8 1,2,3
 10 Keeping a professional journal
 1,2,3,4,7,8 1,2,3
 11 Keeping a professional journal
 1,2,3,4,7,8 1,2,3
 12 Keeping a professional journal
 1,2,3,4 1,2,3
 13 Genre analysis 2 5,8 1,2,3
 14 Genre analysis 2 5,8 1,2,3
 16 Genre analysis 2 5,8 1,2,3
 17 Genre analysis 2 5,8 1,2,3
 18 Language study /professional journal 1,2,3,4,6,8 1.2.3
 19 Language study/professional journal
Mid-year interview
 1,2,3,4,6,8 1,2,3
 20 Keeping a professional journal 1,2,3,4,5,8 1,2,3
 21 Keeping a professional journal 1,2,3,4,5,8 1,2,3
 22 Discourse study 1,2,3,4,5,6,7,8 1,2,3
 23 Discourse study 1,2,3,4,5,6,7,8,9 1,2,3
 24 Discourse study 1,2,3,4,5,6,7,8 1,2,3
 25 Discourse study 1,2,3,4,5,6,7,8 1,2,3
 26 Discourse study 1,2,3,4,5,6,7,8 1,2,3
 26 Discourse study 1,2,3,4,5,6,7,8 1,2,3
 27 Discourse study 1,2,3,4,5,6,7,8 1,2,3
 28 Discourse study 1,2,3,4,5,6,7,8 1,2,3
 29 Genre analysis 3 5,8 1,2,3
 30 Genre analysis 3 5,8 1,2,3
 31 Genre analysis 3 5.8 1,2,3
 32 Genre analysis 3 5,8 1,2,3
 33 Genre analysis 3 5.8 1,2,3
 34 Genre Analysis 3 5,8 1,2,3
 35 Genre Analysis 3 5,8 1,2,3
 36 Unit finalisation and review  

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 (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

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:
Assessment Task 1: Text study (week 4)

Assessment Task 2: Genre Analysis 1 (week 9)

Assessment Task 3:Genre Analysis 2 (week17)

Assessment Task 4: Professional Journal (week 21)

Assessment Task 5: Discourse Study (week 28)

Assessment Task: Genre Analysis 3 (week 35)

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

You must complete a submission cover sheet for every piece of submitted work, including online submissions. This signed sheet acknowledges that you are aware of the plagiarism implications.

All assessment tasks including electronically recorded student work will be kept by the University for student feedback and to meet government requirements.

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.

If you are found to be Not Yet Competent in a Course Assessment Task you will 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’

Assessment Matrix

The assessment mapping demonstrates alignment of assessment tasks with the relevant Unit of Competency and with the critical aspects of assessment for each unit. The assessment mapping grids for units will be available on Blackboard for students to access.


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 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.

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.

Course Overview: Access Course Overview