Course Title: Communicate verbally in a further study context

Part B: Course Detail

Teaching Period: Term1 2016

Course Code: GEDU5951

Course Title: Communicate verbally in a further study context

School: 360T Education

Campus: City Campus

Program: C4327 - Certificate IV in Tertiary Preparation

Course Contact : Baia Tsakouridou,

Course Contact Phone: +61 3 9925 4488

Course Contact, bloss.

Name and Contact Details of All Other Relevant Staff

Tim Morris 51.2.0

Melanie Kyle 51.2.0
Melanie Reynolds 51.2.0

Jacqui Cheng 51.2.0

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


Course Description

This unit of competency applies to verbal communication in a tertiary study context and covers individual and group activities using formal and informal verbal communication skills. This may involve collaborative activity where some responsibility is required to delegate aspects of these tasks to others. The activities and assessments will be integrated into the particular course.

National Codes, Titles, Elements and Performance Criteria

National Element Code & Title:

VU20762 Communicate verbally in a further study context


1 Use verbal communication skills in tutorials

Performance Criteria:

1.1 Determine the participation requirements and topic of the tutorial
1.2 Allocate tasks with others as required
1.3 Complete required preparation for tutorial
1.4 Apply tutorial participation techniques to discuss acadmeic topics
1.5 Apply critical thinking in response to questions
1.6 Ask questions of others to further explore topic


2 Apply verbal communication skills to academic projects

Performance Criteria:

2.1 Determine the communication requirements and topic of the tutorial
2.2 Prepare questions/prompts and supporting documentation
2.3 Check appropriateness of questions with others
2.4 Complete the communication requirements
2.5 Evaluate the effectiveness of the activity with others


3 Make a formal presentation in an academic context

Performance Criteria:

3.1 Determine purpose and audience for presentation
3.2 Research the features of successful academic presentations
3.3 Structure presentation according to agreed criteria and academic presentation format
3.4 Prepare visual, written and verbal content
3.5 Deliver presentation effectively using supports
3.6 Invite and respond to questions
3.7 Evaluate effectiveness of presentation with others

Learning Outcomes

On successful completion of this course, you will have developed and applied the skills and knowledge required to demonstrate your competence of the above elements. The outcomes described in this unit relate to the Australian Core Skills Framework (ACSF) and Australian Qualities Framework (AQF).

They contribute directly to the achievement of ACSF indicators of Speaking and Listening competence at Level 4:

Details of Learning Activities


The competency will cover skills in verbal communication specifically turorial discussion, anaylsis, critical thinking and formal academic presentations.

You will:

  • Use verbal communication skills in tutorials
  • Determine the communication requirements and topic of the tutorial
  • Apply critical thinking in response to questions
  • Make a formal presentation in an academic context
  • Evaluate effectiveness of presentation with others
  • Participate in formal and informal discussions

Teaching Schedule



This unit of competency is taught within an integrated program.  This unit is clustered with VU20763 Participate in collaborative learning (GEDU5953).

Week 1 2 3 4 5 6 7 8

VU20762 E1 E2 E3

VU20763 E2

VU20762 E1

VU20763 E1 E2

VU20762 E1 E2
VU20763 E1 E2
VU20762 E1 E2
VU20763 E1 E2 E3
VU20762 E2
VU20763 E1

E2 E3

VU20762 E3

VU20763 E1

E2 E3
Activities Induction session

Student and Teacher introductions

Learner (peer) interviews using circle ice breaker

Marshmallow collaborative group activity and listening TED Talk
Tom Wujec “Build a tower build a team”

Skills Focus - Group Work – Learning Lab Tutorial

Roles and Responsibilities for Group work – problem solving activity

Learning Styles Theory and VARK Activity

Planning Tools – RMIT Library Assessment Planner (Timeline

Elect SSCC Representatives

Assessment task 3 Groupwork Plannning:
Skills Focus - Group Work roles, protocols & communication

Research model rubrics (internet)

Part 1: Plan and record the group work using the ‘Meeting Minutes’ template

Part 2: Create an evaluation rubric with group

Assessment Task 3 Groupwork Planning
Part 3: Choose a rubric from within the class - vote for the best assessment rubric within the class

Part 4: Peer Evaluation: complete the Google survey online

TED Talk “How to Make Stress Your Friend” – Note taking practice, Pre listening KWL, Post listening KWL

Group Work Scenarios discussion

Skills Focus - Collaborative Techniques

Public Speaking Cheat Sheet and questions

Feedback Skills – constructive feedback and protocols

Mini oral presentations using job guide descriptions – groups of 3

Ted Talk – “Science of Stage Fright”
and Questions (follow up public speaking cheat sheet)

Basic Structure Oral Presentation

5Ps of Presentations – Pace, planning, pronunciation, pitch, practise

Watch & discuss Barack Obama speech “We’re building Iron Man”

Skills Focus – Using Visual Aids Powerpoint

Youtube “Life after Death by Powerpoint”

Analyse models of effective and less effective PowerPoint presentations

Assessment Task 4 Oral Presentation Group meeting to plan presentation & record on Planning Sheet


Skills Review - Oral Presentation Tutorial on Learning Lab

Assessments        Assessment Task 3 Groupwork Planning        
Week 9 10 11 12 13 14 15 16
Elements  VU20762 E3
VU20763 E1 E2
 VU20763 E2 E3
 VU20763 E2 E3
VU207632 E3
 VU20762 E1
VU20763 E1 E2
 VU20762 E1
VU20763 E2
 VU20762 E1
VU20763 E2
 VU20762 E1
VU20763 E2
 VU20762 E1
VU20763 E2


Assessment Task 4 Group Oral Presentation 2nd group meeting: create Powerpoint slides

Rehearse group oral presentation

Skills Focus – Conduct Peer evaluation


Assessment Task 4 Group Oral Presentation
Deliver Group Oral Presentation Conduct Peer evaluation

Learning Lab Reflective Journal

Reflective writing & DIEP structure

Write Reflective Journal Blackboard

Redo any presentations to achieve a ‘Satisfactory/Competent’ result – end of class

Assessment Task 7: Formal Tutorial
Define/discuss lectures, seminars & tutorials

Language for tutorials/group discussion
Roles of facilitator and participant

Participate in practice tutorials using AV text:
Take notes from
Daphne Bavelier: Your brain on video games | Talk Video |

How to get the most out of tutes:

Assessment Task 7: Formal Tutorial
Review tutorial schedule for Week 16

Formal Tutorial Practise
Read & take notes from two academic texts: eg.
Toxic Truth About Sugar by Lustig, Schmidt & Brindis

Melatonin, the Essential Molecule by Massachusetts General Hospital

Group work skills & warm up with list of 10 things in common within group

Divide class into 3 - 4 groups: take turns to facilitate & participate in a model tutorial
Assessment Task 7: Formal Tutorial
Read/watch tutorial texts for allocated tutorial session and take detailed notesPrepare a list of questions to ask as the facilitator – check with teacher

Assessment Task 7: Formal Tutorial
Facilitate a 15-20 minute tutorial discussion about chosen topic

Participate in other tutorial discussions

Peer evaluation and response

Assessments     Assessment Task 4 Group Oral Presentation   Assessment Task 4 Group Oral Presentation          Assessment Task 7: Formal Tutorial


Teaching Schedule: This course will be delivered weekly. The times will be outlined in the program delivery plans which are updated each week.

Your program is made up of:
• Orientation
• Learning activities
• Mid semester review
• Guest speakers
• Exit review

All students will be inducted. The induction includes
• Program Guide & Student Diary
• Student Rights and Responsibilities
• Orientation to RMIT Libraries (library tour & on line catalogue introduction)


Learning Resources

Prescribed Texts


Other Resources

There are no set texts in this course, but it is recommended that you bring:

• Display folder with plastic sleeves
• Highlighter pens
• Notebook or loose leaf paper
• Earphones
• USB (Memory stick)

Overview of Assessment

This competency is part of an integrated program. 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. Assessment is ongoing throughout the course. Assessment tasks will require you to demonstrate the application of knowledge and skills through practical projects and/or communication tasks.

Both verbal and written feedback will be provided throughout the semester, as well as individual and group feedback on practical exercises.
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 will take place throughout the course.Your work is assessed on a competent (CA)/not yet competent (NYC) basis.

You will be given written feedback on all assessment tasks. There will be individual and group projects completed both in and out of class.
Assessment is ongoing and its purpose is to develop your skills. You will be given assistance in redrafting and editing written assessment tasks because developing your ability to identify and correct your own mistakes is an important part of the learning process. It is important that you read the specific elements each assessment task addresses on the cover sheet for each task. At the time of setting assessments you will be given clear guidelines about which course, elements and performance criteria you will need to meet in order to successfully complete the task. Submission dates & deadlines will also be clearly explained.

Assessment tasks:

Summative assessments:

Assessment Task 3 Groupwork Planning

Assessment Task 4 Group Oral Presentation

Assessment Task 7: Formal Tutorial



Formative assessments: ongoing observations, summaries and review of student work

Please note:
Assessments tasks will include other courses (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.

Note: For information about grade average and articulation into other RMIT courses see ’Other Information’.

 Cover Sheets
You must complete a submission cover sheet for every piece of work submitted in hardcopy. The signed cover 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.

Assessment Matrix

Assessment Matrix
Each assessment cover sheet clearly outlines the competencies being addressed in the task in relation to performance criteria. The sum of assessment tasks will cover all units and their elements over a range of occasions. You will be given opportunities to demonstrate competency in a variety of ways throughout the program.

You are encouraged to discuss any problems or concerns with your teacher or Program co-ordinator. An assessment matrix will be available on myRMIT

Other Information

Your course 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 successfully complete this course.

Student Progress

Monitoring academic progress is an important enabling and proactive strategy to assist you to achieve your learning potential.

Student program policy

You will be asked to attend mid-semester and end of semester interviews with relevant teachers and Program Co-ordinator. The interviews are an important part of giving you feedback and supporting you through your program by monitoring your academic progress

Special consideration policy (Late submissions)
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. Extension

Special consideration is an assessment adjustment for unexpected circumstances that are outside your control, which:
• have a significant adverse impact on your performance in assessment or
• prevent you from attempting or submitting the assessment. Special Consideration

Academic Integrity and Plagiarism
RMIT University has a strict policy on plagiarism and academic integrity. Please refer to the Academic Integrity and Plagiarism policy

Course Overview: Access Course Overview