Course Title: Assist in facilitation of student learning

Part B: Course Detail

Teaching Period: Term2 2023

Course Code: TCHE5945C

Course Title: Assist in facilitation of student learning

School: 535T Social Care and Health

Campus: City Campus

Program: C4420 - Certificate IV in School Based Education Support

Course Contact: Jacqui Cheng and Melanie Reynolds

Course Contact Phone: +61 3 99254918; 99254059

Course Contact Email: jacqeline.cheng@rmit.edu.au; melanie.reynolds@rmit.edu.au


Name and Contact Details of All Other Relevant Staff

Nominal Hours: 50

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

None

Course Description

This unit describes the performance outcomes, skills and knowledge required to facilitate and monitor student learning according to principles of practice used in a school. 

The unit applies to education support workers who operate under the guidance and supervision of a teacher or other educational professional. They work mainly with students in classroom settings in primary or secondary schools, as defined by State/Territory legislation. 

The skills in this unit must be applied in accordance with Commonwealth and State/Territory legislation, Australian standards and industry codes of practice.  

This course is clustered for delivery and assessment with Support student literacy learning (CHCEDS046) 

 

Assessment for this course includes knowledge tasks and a practical task and a portfolio.  


National Codes, Titles, Elements and Performance Criteria

National Element Code & Title:

CHCEDS047 Assist in facilitation of student learning

Element:

1. Establish an environment conducive to student learning.

Performance Criteria:


1.1. Confirm the teaching and learning approach and its principles of practice with teacher.

1.2. Identify and confirm requirements for the specified activity through interpretation of the learning program.

1.3. Meet specified needs of students in planning and preparation phase and confirm relevant principles of practice with teacher.

1.4. Select and modify required resources that support the learning approach prior to the activity.

1.5. Establish a positive, mutually respectful relationship with students using communication and interpersonal skills that match the student/group.

Element:

2. Facilitate the learning process.

Performance Criteria:

2.1. Interact with students in ways that reflect and support principles of practice according to student learning styles.

2.2. Conduct learning activities according to provided programs and directions.

2.3. Identify and take opportunities to enhance learning activities within the scope of the principles of practice.

Element:

3. Support and monitor student learning.

Performance Criteria:


3.1. Monitor, document and report student progress to supervising teacher to ensure learning outcomes are being achieved.

3.2. Adjust and modify delivery strategies to meet emerging needs and unanticipated situations.

3.3. Encourage students to reflect on personal learning achievements and learning experiences.

3.4. Manage student interactions to encourage effective participation and ensure positive relationships are maintained.

3.5. Use techniques to guide behaviour according to organisational policies and procedures.

3.6. Maintain, store and secure student records according to organisational procedures.

Learning Outcomes


On successful completion of this course you will have developed and applied the skills and knowledge required to demonstrate competency in the above elements.


Details of Learning Activities

This unit is part of Certificate IV in School-based Education Support program. Your program consists of face to face and remote/online classes, unsupervised Directed Study and you are required to participate in compulsory work placement. 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.    

 

Learning activities that may be undertaken in your course: 

  • class exercises to review discussions/lectures  
  • online discussion and participation  
  • analysis/critique of relevant reading material  
  • class presentations  
  • group discussion  
  • research  
  • independent project-based work  
  • group activities/projects  
  • ‘workshopping’ of student projects including peer/lecturer feedback  

 

Workplace delivery and/or assessment   
 

The integration of work based learning and academic learning will allow you to solve authentic industry problems or address real issues faced in organisations.   

An agreement including schedule and relevant insurance documentation is required to be completed before commencing each placement.  In the case where a placement ends early, please refer to 6. Early Termination of Placements in the Work Integrated Learning Procedure.  

 

In this course your knowledge and skills will be applied and assessed in a workplace context.    

As part of this unit you are required to be observed undertaking learning/assessment in your chosen industry area, gaining invaluable experience and industry contacts.  


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. 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 portal https://www.rmit.edu.au/students   



Semester  Dates:  Monday 10 July - 17 November 

Mid Semester break – Monday 18 Sep - Fri 22 September

Public Holidays: Melbourne Cup Holiday- 7 November/ AFL Grand Final September 29

 

           

 Weeks 

        

COURSE OUTLINE 

        

 

CHCEDS 

046 

        

 

CHCEDS 

047 
       

Week 1 

    

Unit introduction  

  • What is Literacy?  

  • Introduce three assessments 

  • Work placement outline 

  • Importance of communication/collaboration 

  • Professional conversation/feedback in work placement 

  

    

  

    

E1, 2, 3, 4 
       

Week 2 

    

Oral language 

  • What is oral language? How do we practice/encourage at school? Types of oral communication.  

Teacher/Education worker roles - 

  • different responsibilities of teachers and education support workers 

  • Duty of care  

  • Grammar-Nouns 

  

    

E1 

    

E 1,2 

 
       

Week 3 

    

Contemporary learning theories HITS -  

Oral Language-  

  • questioning techniques and types/ comprehension questions  

  • Teacher verbal language in the classroom/explicit language  

Grammar-Adjectives   

  

    

E1 

 

    

E1, 2 
       

Week 4  

    

Reading-  

  • Reading aloud  

  • Listening  

Grammar-Verbs/Adverbs  

Principles of Practices  

  

    

E2 

    

E1 
       

Week 5 

    

Introduction to AT4: Portfolio 

Reading- 

  • Levels of reading  

  • Strategies to learn to read/pre reading  

  • Book genres  

Grammar-Contractions   

Teaching and learning approaches- 

Focus on John Hattie's research 

 

 

    

 

    

E1 
       

Week 6 

    

Reading- 

  • Group reading activities 

Grammar-Apostrophes of ownership 

Handwriting. 

  • Victorian cursive 

  • Handwriting policies 

Practical Literacy resources to assist learning 

 

    

E2, 4 

 

    

E1,2 
       

Week 7  

    

Introduction to AT1: Knowledge Questions 1 

Books as games/activity starters  

Grammar- phonemes 

Resources - teaching one another 

  • Adapting resources 

  • Sharing resource 

  • Role of play in learning 

  • Sharing activities face to face 

 Role of play in learning 

    

E1,2,4 

 

    

E1, 2, 4 
       

Week 8  

    

Teaching and Learning continuum/Literacy learning continuum 

AT1: Literacy Knowledge Questions 

Interpersonal skills - Myers Briggs 

  • Positive/Negative behaviour 

  • influencing positive student and staff interactions 

  • Redirecting behaviour 

  • Promoting co-operation through learning activities 

 

AT1: Knowledge Questions 1 DUE  

    

E2, 3,  

 

    

E1, 2, 4 
       

Week 9 

    

Spelling strategies 

  • Phonics  

  • Syllabication  

  • Sight words  

Grammar Homophones/homographs/homonyms  

Reflecting on Work placement 

  • Facilitating student learning 

  • Managing difficult students 

  • Importance of feedback 

  • Re visiting suggestions from John Hattie  

 

 

    

E2,3 

 

    

E1, 2, 3 
       

Week 10 

    

Introduction to AT3: Supporting and Demonstrating Literacy learning skills in the classroom 

Learning intentions/Lesson objectives 

Literacy Curriculums- 

  • ACARA/Vic Curriculum docs  

Understanding School Policy and procedures 

  • Legislation, policies, and standards 

  • Policies/processes -occupational health and safety  

  •  School process and procedures for working with students and supporting behaviour 

 

    

 

E3 

 

    

E1, 2, 3 
       

Week 11 

    

Learning environments 

Planning a session 

  • Writing Learning intentions/Lesson objectives 

  • timing 

  • behaviour management 

  • questioning 

  • positive reinforcement 

  • feedback and reflection-student and teacher  

Listening to students read 

  • observation 

  • feedback/support 

  • evaluation 

Grammar- there/their/they’re 

 

  

    

E4 

    

E1, 2, 3 

 
       

Week 12 

    

Writing 

  • Story writing process  

  • Editing/proofreading and publishing 

  • Story writing ideas 

Planning a writing lesson 

  • using a visual plan a writing session 

 

Introduction to AT2: Knowledge Questions 2 

 

    

E3, 4 

 

    

E1, 2, 3, 4 
       

Week 13 

    

Planning a group Spelling activity 

  • learning intention/objective 

  • activity /game 

  • complete template  

Work on AT2: Knowledge Questions 2    

 

    

E1, 2, 3 

 

    

E 2, 3, 4 
       

Week 14 

    

Bilingualism/EAL 

  • first phase learners 

  • including EAL students 

  • adapting activities for EAL students 

 

Storytelling - using and sharing resources 

. 

 AT2: Knowledge Questions 2 DUE 

 

    

E1, 2, 3, 4 

 

    

E1, 2 
       

Week 15 

    

  In more depth  

(things we want more information on) 

  • students ask for more information or a re visit of knowledge/skills covered over semester 

 

Pathways 

  • Options and opportunities 

 

    

E1, 2, 3 

 

    

E2, 3, 4 
       

Week 16 

    

Work placement Reflection 

  • what I know/don't know/learned 

  • looking forward 

 

 AT3: Supporting and Demonstrating Literacy skills in the classroom 

AT4: Portfolio 

DUE 

 

    

E1,2,3,4 

 

    

E1, 2 
       

Week 17 

    

Reflection on semester/unit 

  

    

 

    

 
       

Week 18 

    

Resubmissions and marking 

  

    

  

    

 


Learning Resources

Prescribed Texts


References


Other Resources

The University Library has extensive resources and provides subject specialist expertise, research advice, help with referencing and support through:  

The Learning Lab  
https://www.rmit.edu.au/students/study-support/learning-lab  

 

The Study Support Hub   
https://www.rmit.edu.au/students/study-support/study-support-hub  

 

https://www.rmit.edu.au/students/study-support/workshops/english-uni-workshops

 

 References

EasyCite referencing guide: 

https://www.lib.rmit.edu.au/easy-cite/  

https://www.rmit.edu.au/library/study/referencing 

  

The Department of Education and Training 

https://www.education.vic.gov.au/Pages/default.aspx  

  

You are advised to look on Canvas for ongoing updated information. 


Overview of Assessment

Assessment is ongoing throughout the course and will include two question and answer tasks and an observation practical task done in placement. Full assessment briefs will be provided and can be found on Canvas.  


Assessment Tasks

Students enrolled in Vocational Education and Training qualifications are assessed for Competency. To be assessed as Competent means you have consistently demonstrated the required knowledge and skills at a standard expected in the workplace.   

To be assessed as Competent in this course, you will need to complete each assessment task to a satisfactory standard. You will receive feedback from the teacher at the conclusion of each assessment task.  
  
You should refer to the assessment brief which is available through Canvas for full assessment criteria and due dates 

 

Assessment Task 1: AT1: Literacy Unit Knowledge Questions DUE Week 8 

Assessment Task 2: AT2: Facilitate Unit Knowledge questions DUE Week 14 

Assessment Task 3: AT3: Practical, Supporting and Demonstrating Literacy skills in the classroom DUE Week 16 

AT4: Portfolio DUE Week 16 

 

Results that apply to courses that are delivered and assessed in accordance with competency-based assessment are:  

CA: Competency Achieved  
NYC: Not Yet Competent  
DNS: Did not Submit for Assessment  

 

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.  
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


Assessment Matrix

The assessment matrix demonstrates alignment of assessment tasks with the relevant unit of competency. These mapping documents are available through Program Administration if required.  

Other Information

Attendance:  

Your learning experience will involve class-based teaching, discussion, demonstration and practical exercises   

It is strongly advised that you attend all timetabled sessions. This will allow you to engage in the required learning activities, ensuring you the maximum opportunity to complete this course successfully.  

  

Information about your course:  

You can access ‘my course’ through the RMIT website for information about timetables, important dates, assessment dates, results and progress, Canvas. 

  https://www.rmit.edu.au/students/my-course  

  

Assessment:  

Information on assessment including Special consideration, Adjustments to assessment, (eg. applying for an extension of time):  

https://www.rmit.edu.au/students/my-course/assessment-results  

 

  

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.  

https://www.rmit.edu.au/students/my-course/assessment-results/academic-integrity  

  

  

Credit Transfer and Recognition of Prior Learning:   

Credit transfer is the recognition of previously completed formal learning (an officially accredited qualification).  

Recognition of Prior Learning (RPL) is an assessment process that allows you to demonstrate competence using the skills you have gained through experience in the workplace, voluntary work, informal or formal training or other life experiences.    

Please speak to your teacher if you wish to discuss applying for Credit Transfer or RPL for the unit(s) of competency addressed in this course.  

https://www.rmit.edu.au/students/my-course/enrolment/apply-for-credit 

Course Overview: Access Course Overview