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The English for Academic Purposes course is designed specifically for international students who are intending to study in Australia in the VET or higher education sector. The course aims to prepare students with the necessary study and research skills to succeed in further education and to familiarise them with the expectations placed upon tertiary level students in Australia. Although some international students intending to study in the VET or higher education sectors in Australia may have already completed an undergraduate degree or other further education in their own countries, it is likely that the methods employed in colleges and universities in Australia will differ markedly from those in the students’ home countries. Thus, this course aims to address the gap and prepare students for tertiary education by equipping them with macro skills focusing on research orientation on par with the needs of tertiary education.

The learners are from a multitude of different nationalities, primarily from the regions of South America, Europe, the Middle East, South East Asia and North East Asia. Commonly aged in their early-to-late twenties, the students are typically preparing for the challenges of an Australian education in TAFE, vocational colleges, university or senior high school. Strengths and weaknesses of students will depend on their language and cultural background. Their first language may impact on their mastery of English pronunciation and grammar. Their cultural background may impact on paralinguistic features such as their body language.

 

Based on past English for Academic Purposes (EAP) Intermediate Level students, the assumed needs of the students are the development of reading skills, academic writing skills, presentation skills, and listening for lecture note-taking. Students who have come through Ashton College’s General English courses should already have some familiarity with these areas.

 

The sources for the above learner profiles are a needs analysis of our past EAP students via teacher feedback, student feedback questionnaires, individual student interviews, and information obtained through Ashton’s Marketing Department.

Teacher and learner roles in learning

For many of the students, their previous educational experience was in a much more teacher-centred, top- down regime. The students expect the teacher to guide their learning as the teacher would do in their native systems. Given these preset premises, there will need to be identification of needs to evaluate the gap between the student’s current ability and the demands of academic performance, particularly in assessment, but also in class participation. The students will all be encouraged to become active learners, equipping them with the skills to succeed in English speaking academic life

Entry requirements

Students must be over 18 years of age at the time of course commencement. Students must secure an appropriate visa that allows them to study in an Australian Registered Training Organisation prior to course commencement.

Academic entry requirements

To gain entry to this course, students must have successfully completed year 11 or secondary studies in their home country equivalent to an Australian Year 11*. (*Subject to the country Assessment Level) and course. For further information please visit the Ashton College website – http://ashtoncollege.edu.au/wp-content/uploads/2018/09/Summary-of-overseas-equivalent-qualifications-for-Year-11.pdf

English language entry requirements

EAP is a programme of study designed for students with a minimum Upper-Intermediate equivalent level of General English, who intend to study a vocational or higher education course through English. The curriculum is to be taught as a single-level class at Intermediate level or IELTS equivalent 5.0 (with no individual band below 4.5). The learners will need to do an English placement test before they can enter the EAP course. The English Placement Test consists of a grammar component, writing component, reading component, with listening and speaking assessed during this process through interaction with the student. Based on the results, the appropriate level is decided in consultation with the EAP teacher

Learner needs are assessed at enrolment as per Ashton College’s client support policy and procedure. Students complete the enrolment form and submit supporting documentation to enable Ashton College to assess whether the course is appropriate for their abilities and learner needs.

Students who have learning needs that cannot be accommodated by Ashton College and/or do not satisfy the entry requirements will be provided guidance to access an external service/organisation where they can develop the required level of skills/support. On achieving the required level of knowledge and skills they can then reapply for the course.

Ashton College takes all feasible and reasonable steps to assist students during the course, so they can successfully complete the course within the course schedule and achieve certification.

Pre-enrolment information

Ashton College provides information to student’s pre-enrolment on course demands and expectations via the Client Information Handbook and course information available on the Ashton College website. This information also identifies the process for assessing learner needs during enrolment, the outcomes of assessment and details on how Ashton College supports individual learner needs post enrolment.

Orientation

Ashton College delivers an orientation to students outlining course requirements, processes, demands, support services and general information prior to course commencement.

Monitoring Attendance

Ashton College monitors student attendance in accordance with the National Code 2018, Standard 8 and provides assistance if the student is experiencing difficulties and not progressing through their course as per the course schedule.

Ashton College employs a range of support services where appropriate and feasible to support students learning needs during course delivery.

Access to appropriate support services is provided to assist students to successfully complete their course within the scheduled duration.  Ashton College may refer students to external sources if they are unable to sufficiently provide support for students learning needs.

Refer to the ELICOS Attendance Monitoring, Client Support and Completion Within Expected Duration Policies and Procedures for further details on how Ashton College monitors students’ progress and supports students to help ensure completion within the expected duration.

Academic Support

For many of the students, their previous educational experience was in a much more teacher-centred, top- down regime. The students expect the teacher to guide their learning as the teacher would do in their native systems. Given these preset premises, there will need to be identification of needs to evaluate the gap between the student’s current ability and the demands of academic performance, particularly in assessment, but also in class participation. The students will all be encouraged to become active learners, equipping them with the skills to succeed in English speaking academic life. Students who are experiencing difficulties with any aspect of their course are encouraged to speak with their teacher or any other member of staff.

Welfare Support

We understand that our students sometimes require extra support to help them cope with their course. Sometimes there can be personal issues that impact their successful course completion.  We can assist students in accessing professional welfare services.  Students who are experiencing personal/ welfare issues that are impacting their studies are encouraged to contact their trainer or any other member of staff.

This course is offered over 10 weeks.

Classes are scheduled for 3 days face to face delivery per week consisting of 7 hours of teaching, 2 days a week and 6 hours of teaching, one day a week. There is also teacher consultation time allotted for those who require it.

The course duration is appropriate for addressing learner needs as it allows an appropriate amount of time for students to learn concepts, develop knowledge and understanding, reflect on learning and apply skills and opportunities for formative assessment and study prior to undertaking summative assessment.

The amount of time dedicated to delivery and formative assessment activities prior to students undertaking summative assessment can be amended to cater for individual learning needs. There is no barrier to students extending the duration and/or being provided access to learning opportunities and materials that address individual needs.

 

EAP – Intermediate Level
Skill Learning Outcomes
Listening  Listen to make notes from a lecture or short oral presentation

–          Listen for signposting language to indicate what ideas will be discussed in more detail later

–          Follow verbal instructions

–          Listen for interrogatives

–          Listen to and follow instructions

–          Follow discussion/debate

Speaking  Make verbal requests and suggestions in a study context

–          Use appropriate openings and closings

–          Ask specific and general questions

–          Give reasons to support request or suggestion

–          Request clarification

·         Give an oral presentation on a researched subject

–          Identify topic of the presentation

–          Use appropriate openings and closings

–          Present ideas in a logical and clear manner

–          Express a personal opinion

–          Describe a process in a seminal presentation

·         Participate in a class discussion and debate

–          Use strategies to initiate and close informal/formal discussion

–          Use strategies to involve other participants in discussion

–          Express attitudes and personal opinions and give reasons

–          Request clarification

Reading  Read an informational text

–          Use skimming and scanning techniques for gist and to locate detail

–          Determine meaning of some unknown words from context

–          Identify key information, concepts, some detail, facts and opinions

·         Read a discussion text

–          Use skimming and scanning techniques for gist and to locate detail

–          Identify key information, concepts, some detail, facts and opinions

Writing  Paraphrasing

–          Paraphrase sentences and summarise short texts

–          Understand importance of paraphrasing and citing sources

–          Understand and implement APA Referencing as per guide

Write a discursive essay and cause and effect essay

–          Language for describing cause and effect

–          Introduction with thesis statement

–          Write topic sentences and use linking words

–          Conclude with a recommendation or suggestion for the future

Time Program Duration
9:00 – 10.00 1st session 1 hour
10.00 – 10.15 Break 15 mins
10.15 – 12.15 2nd session 2 hours
12:15 – 13:00 Lunch 45 mins
13.00 – 15:00 3rd session 2 hours
15:00 – 16:00 Teacher available for further support 1 hour

Formative Assessments

Throughout the course, students participate in class discussion, complete reading and listening tests, academic grammar tests in their textbook, give and receive feedback and present essay and presentation planning. All students have an individual formative assessment folder.

Summative Assessments

There are four major assessments in weeks 5 and 10 of the EAP2 course. To receive an EAP 2 certificate, it is essential that students achieve a pass mark of at least 50% in all major assessments and in accordance with the weighting as shown below.

Trainer

Katherine Fox
Katherine FoxEnglish Teacher(English for Academic Purposes)
Katherine has worked at Ashtons college from March 2018. She is a valuable member of the team with extensive experience in IELTS testing and teaching students from International backgrounds. She is very familiar with the ELICOS Standards in Australia and makes sure her students understand the importance of these standards. Her classes are fun and engaging and she takes a vested interest in her student’s life. Her classes focus around conversational English which enable her students to enjoy their life in Melbourne.