| Semester 1, 2020 Online | |
| Short Description: | Vocational & Workplace Liter's |
| Units : | 1 |
| Faculty or Section : | Faculty of Business, Education, Law and Arts |
| School or Department : | School of Education |
| Student contribution band : | National Priority - Teaching |
| ASCED code : | 070109 - Teacher Educ: Vocational Educa |
| Grading basis : | Graded |
Staffing
Examiner: Shirley O'Neill
Other requisites
Students must have access to a group of at least three learners to whom they can deliver training as part of the assessment for this course.
Rationale
Vocational and workplace literacies have become increasingly important as people move from school to further study and/or work and need to become lifelong learners if they are to be successful in our now globalised, knowledge-based, information rich world. There is also a broad diversity of people studying and/or working in all education sectors such that communities include members from a range of language and socio-cultural backgrounds and communication styles. With regard to those who have English as a second language (ESL) all participants need to understand their respective cultures, and develop intercultural literacy if communication is to be effective. Overall, the need to acquire, continually update as well as learn new skills for job survival places greater demands on people in their need to be successful in their personal, civic and working lives. At the core of this is the necessity for all citizens to be adequately prepared for effective participation in formal learning environments, in their workplaces and in their communities. This means that all pathways to vocational qualifications and workplace learning contexts should embed the necessary vocational and literacies' learnings including English as second language (ESL) and provide opportunities for participants to develop the knowledge and skills they require for successful citizenship, with regard to English language, literacy, numeracy (LLN) and foundation skills, including information communications technologies (ICTs).
Synopsis
This course will develop awareness and understanding of the scope and depth of literacy skills that impact on learning and work in contemporary society. It considers current literature on the nature and impact of literacy demands on learners and workers and identifies the issues involved in the context of today's complex and diverse learning and work contexts. Skills will be developed in the analysis of literacy competencies that underpin relevant jobs and identification of how they are reflected in industry training packages. The focus includes providing teachers/trainers with the knowledge and skill to particularly plan for and support the English language, literacy, numeracy (LLN), English as a second language (ESL) and foundation skills needs of learners in vocational and workplace environments; implement workplace literacy audits; and develop effective strategies for teaching and assessment as well as program evaluation and review. The course assessment allows for some flexibility to accommodate the wide range of teaching and training contexts in which students in the course may be involved. Assessment allows students to link their project work to their particular education or work environment. Students who successfully complete this course may choose to apply for recognition for the Address Foundation Skills in Vocational Practice Skill Set in the TAE Training and Assessment Training Package linked to the LLN requirements of the TAE40116 Certificate IV in Training and Assessment, which will incur a nominal administration fee payable by the student to the registered training provider.
Objectives
The course objectives define the student learning outcomes for a course. The assessment item(s) that may be used to assess student achievement of an objective are shown in parenthesis. On successful completion of this course students should be able to:
- demonstrate a critical appreciation of the changing breadth and depth of competencies required in the workforce and in learning (Assignment 1, Assignment 2, Assignment 3);
- identify and discuss contemporary views, research and issues relating to literacy capabilities and socio-cultural influences and socio-economic impacts on learners (Assignment 1, Assignment 2, Assignment 3);
- understand and address the job-related LLN, ICT and foundation skills demands in teaching and instructional practices (Assignment 1, Assignment 2, Assignment 3; APST 2.5);
- develop and use appropriate assessment procedures to assess specific competencies and workplace tasks (Assignment 2; APST 5.1);
- design, review and evaluatestrategies to support the LLN and Foundation Skills needs of adolescent and/or adult learners in competency-based vocational education and training and/or school and the workplace (Assignment 2; APST 2.5, 3.3, 3.4, 3.6);
- participate in LLN networks, communities of practice and professional development to enhance professional practice (Assignment 1, Assignment 2, Assignment 3; APST 6.2);
- demonstrate competence in and appropriate use of language and literacy, including spelling, grammar, punctuation and bibliographic referencing (Assignment 1, Assignment 2, Assignment 3).
Topics
| Description | Weighting(%) | |
|---|---|---|
| 1. | Defining vocational and workplace literacies | 10.00 |
| 2. | Contemporary views, issues and practices relating to the development of a literate society | 20.00 |
| 3. | The importance of language, literacy and numeracy skills to learning and workplace productivity | 20.00 |
| 4. | Unpacking training packages, core and foundation skills frameworks and related competencies to inform the design of vocational education and training | 20.00 |
| 5. | Strategies to support the acquisition of language, literacy and numeracy and foundation skills for learning and work | 20.00 |
| 6. | Assessment of language, literacy and numeracy and foundation skills in vocational contexts | 5.00 |
| 7. | Evaluation and review | 5.00 |
Text and materials required to be purchased or accessed
ALL textbooks and materials available to be purchased can be sourced from (unless otherwise stated). (https://omnia.usq.edu.au/textbooks/?year=2020&sem=01&subject1=EDV3551)
Please for alternative purchase options from USQ Bookshop. (https://omnia.usq.edu.au/info/contact/)
Reference materials
Student workload expectations
| Activity | Hours |
|---|---|
| Directed 精东传媒app | 80.00 |
| Independent 精东传媒app | 85.00 |
Assessment details
| Description | Marks out of | Wtg (%) | Due Date | Notes |
|---|---|---|---|---|
| ASSIGNMENT 1 | 20 | 20 | 27 Mar 2020 | |
| ASSIGNMENT 2 | 55 | 55 | 05 Jun 2020 | |
| ASSIGNMENT 3 | 25 | 25 | 05 Jun 2020 |
Important assessment information
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Attendance requirements:
It is the students鈥� responsibility to attend and participate appropriately in all activities scheduled for them, and to study all material provided to them or required to be accessed by them to maximise their chance of meeting the objectives of the course and to be informed of course-related activities and administration. -
Requirements for students to complete each assessment item satisfactorily:
To satisfactorily complete an individual assessment item a student must achieve at least 50% of the marks. -
Penalties for late submission of required work:
Students should refer to the Assessment Procedure (point 4.2.4) -
Requirements for student to be awarded a passing grade in the course:
To be assured of receiving a passing grade a student must achieve at least 50% of the total weighted marks available for each assessment item. -
Method used to combine assessment results to attain final grade:
The final grades for students will be assigned on the basis of the aggregate of the weighted marks obtained for each of the summative assessment items in the course. -
Examination information:
There is no examination in this course. -
Examination period when Deferred/Supplementary examinations will be held:
Not applicable. -
精东传媒app Student Policies:
Students should read the USQ policies: Definitions, Assessment and Student Academic Misconduct to avoid actions which might contravene 精东传媒app policies and practices. These policies can be found at .
Assessment notes
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APA style is the referencing system required in this course. Students should use APA style in their assignments to format details of the information sources they have cited in their work. The APA style to be used is defined by the USQ Library's referencing guide at .
Other requirements
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Students will require access to e-mail and have Internet access to UConnect for this course.
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2. IMPORTANT NOTE: Working with Children: State law in Queensland requires that all adults (including university students, pre-service educators, trainers, vocational teachers, industry educators) working with children under the age of 18, in the State of Queensland*, obtain approval before commencing such work. Many education courses include a practical component (professional experience, project work, research, assessment etc.) that may require engagement with children under the age of 18. It is your responsibility to ensure that you possess a current suitability card (Blue Card or Exemption Card) before commencing any practical components of this course. DO NOT PARTICIPATE IN ANY PRACTICAL EXPERIENCE WITH CHILDREN UNDER 18 UNLESS YOU POSSESS A CURRENT 'BLUE CARD' or EXEMPTION CARD. For further information:
- If you are undertaking practical experience outside the State of Queensland, Australia you should check local requirements.