| Effective Term: | 2024/05 |
| Institute / School : | Federation TAFE |
| Unit Title: | Academic and Communication Skills A |
| Unit ID: | GPFSP1101 |
| Credit Points: | 15.00 |
| Prerequisite(s): | Nil |
| Co-requisite(s): | Nil |
| Exclusion(s): | Nil |
| ASCED: | 120199 |
| Other Change: | |
| Brief description of the Unit |
The Academic and Communication Skills A course is an introduction to using Australian English to meet the demands of further academic study. The course aims to extend the student's language skills through thinking, reading, writing, speaking and listening. Students will be assessed on their ability to communicate ideas, feelings, observations and information effectively, both orally and in writing. English language skills for academic purposes will be consolidated, extended and assessed via specific criteria in all assessment tasks. |
| Grade Scheme: | Graded (HD, D, C, P, MF, F, XF) |
| Work Experience Indicator: |
| No work experience |
| Placement Component: | |
| Supplementary Assessment:Yes |
| Where supplementary assessment is available a student must have failed overall in the Unit but gained a final mark of 45 per cent or above, has completed all major assessment tasks (including all sub-components where a task has multiple parts) as specified in the Unit Description and is not eligible for any other form of supplementary assessment |
| Course Level: |
| Level of Unit in Course | AQF Level(s) of Course | | 5 | 6 | 7 | 8 | 9 | 10 | | Introductory |  | | | | | | | Intermediate | | | | | | | | Advanced | | | | | | |
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| Learning Outcomes: |
| Knowledge: |
| K1. | Understand the importance and application of literacy and numeracy in academic learning. |
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| K2. | Appreciate the need to create effective learning habits within an academic learning environment. |
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| Skills: |
| S1. | Analyse roles, responsibilities and expectations in an international higher education context and apply understandings to a range of activities. |
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| S2. | Collaborate effectively with peers while participating in a range of learning tasks for higher studies. |
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| S3. | Analyse and evaluate personal experiences, attributions and independent learning skills to develop an academic transition plan. |
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| S4. | Reflect upon the nature and structure of tertiary writing. |
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| Application of knowledge and skills: |
| A1. | Analyse connections between higher learning and needs and opportunities of industry and society in a global context and apply understandings to a range of activities. |
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| A2. | Apply knowledge of academic integrity and performance expectations to a range of assessment practices featured in higher degree programs. |
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| Unit Content: |
Content covered may include: Elements of reading, writing, listening, and speaking English Applying reading, writing, listening, and speaking English to academic progression Global contexts, social progress, and industry needs of higher learning Oral presentation skills Introduction to persuasive language Individual learning styles, motivations, experiences and expectations Using language to convey ideas, arguments or evidence |
| Graduate Attributes: |
| | Learning Outcomes Assessed | Assessment Tasks | Assessment Type | Weighting | | 1. | K1, S1, S2, S4, A1, A2 | Project focuses on the skills of reading and writing. | Project | 30 - 40% | | 2. | K1, S2, A2 | Presentation focuses on the skills of speaking and listening. | Presentation | 20 - 30% | | 3. | K1, K2, S3, S4, A2 | Artifact that demonstrates students ability to reflect on learning. | Reflective Journal | 30 - 40% | | 4. | K1, K2, S1, S3, S4, A2 | Student identifies goals and strategies to complete the Foundation Program. | Learning Plan | 10 - 20% |
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