Course Title: Support students' literacy learning
Part B: Course Detail
Teaching Period: Term2 2020
Course Code: TCHE5889C
Course Title: Support students' literacy learning
School: 375T Vocational Design and Social Context
Campus: City Campus
Program: C5383 - Diploma of Teacher Education Preparation
Course Contact: Soosan Kian
Course Contact Phone: +61 3 9925 9183
Course Contact Email: soosan.kian@rmit.edu.au
Name and Contact Details of All Other Relevant Staff
Elise Toomy-Brown
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 pre-requisites.
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 |
Element: |
1. Encourage and model spoken language |
Performance Criteria: |
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 |
Element: |
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 |
Element: |
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 |
Element: |
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. The learning and assessment in the program is delivered through 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 https://www.rmit.edu.au/students
Teaching Schedule
Week 1 |
Introduction to unit Introduction to course; course outline, expectations, orientation, assessments, work placement role |
1 |
Week 2 |
Encourage & model language-oral literacy Grammar: Nouns Oral literacy: development stages modelling spoken language at placement |
1 |
Week 3 |
Grammar: Adjectives Oral literacy: questioning Reflection for journal, importance of oral literacy, scaffolding techniques |
1, 2 |
Week 4 |
Support students to read & interpret text-reading Reading: comprehension Students recall their favourite children’s books Children’s book introduced- characteristics of children’s books |
1, 2 |
Week 5 |
Grammar: syllables Reading programs in work placement |
1, 2 |
Week 6 |
Reading |
2 |
Week 7 |
Grammar: Verbs Reading resources Reflection for journal, importance of reading, scaffolding techniques |
2 |
Week 8 |
Enhance students’ literacy skills through writing activities Writing programs in work placement |
2,3 |
Week 9 |
Assessment One due – Unit Knowledge Questions |
1,2,3 |
Week 10 |
Writing Resources in work placement |
3 |
Week 11 |
Writing |
3 |
|
Week 12
|
Writing Critical self-reflection |
3 |
Week 13 |
Reflection for journal, importance of writing, scaffolding techniques |
3 |
Week 14 |
Introduce Assessment 2 Design resources to support literacy development |
4 |
Week 15 |
Discuss language and literacy developmental continuum appropriate to the students being supported |
4 |
Week 16 |
Assessment 2 due: Supporting and Reinforcing Literacy Skills Assessment 3: Work placement Booklet (Week 16 -17) |
1,2,3,4 |
|
Week 17
|
Reflecting on supporting students' literacy learning Assessment Three - Observation/Demonstration in work placement (Weeks 7-17) |
1,2,3,4 |
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
• USB (Memory stick)
Overview of Assessment
You must demonstrate the critical aspects of assessment and evidence required for 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 and demonstration in 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 www.rmit.edu.au/about/our-education/supporting-learning-and-teaching/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: http://www1.rmit.edu.au/browse;ID=qwxbqbg739rl1
Assessment Tasks
Assessment Tasks
Assessment 1: Unit Knowledge Questions (Week 9)
Assessment 2: Supporting and Reinforcing Literacy Skills (Week 16)
Assessment 3: Observation/Demonstration in workplacement (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.
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. The highest grade you will receive if your resubmission is successful is 'CA'
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 https://www.rmit.edu.au/about/governance-and-management/governance/policies/assessment-policy
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 academic integrity. Please refer to the website for more information on this policy. www.rmit.edu.au/students/academic-integrity
Course Overview: Access Course Overview