List the assessment methods to be used and the context and resources required for assessment. Copy and paste the relevant sections from the evidence guide below and then re-write these in plain English.
Elements describe the essential outcomes. | Performance criteria describe the performance needed to demonstrate achievement of the element. Where bold italicised text is used, further information is detailed in the range of conditions. |
1. | Prepare to deliver public education session on disability access. | 1.1. | Target group’s information requirements for session are identified. |
1.2. | Specific target group information requirements are researched. |
| 1.3. | Existing resources are reviewed for suitability in relation to information required by target group. |
2. | Plan and develop education session. | 2.1. | Intended approach and session outcomes are determined and agreed with sponsor or client. |
| 2.2. | Presentation strategies, session format and delivery method are selected to suit target group characteristics, subject matter to be presented, available resources and session location. |
| 2.3. | Presentation aids and materials that suit format and purpose of session and enhance audience understanding of key concepts and issues are selected and sourced. |
| 2.4. | Presentation is documented and aids are prepared using selected media and allowing time to review and revise prior to session. |
3. | Deliver education session. | 3.1. | Session presenter and topic are introduced, and intended outcomes of session are explained and discussed with audience. |
| 3.2. | Presentation aids, materials and examples are used effectively to support audience understanding of key concepts and issues. |
| 3.3. | Audience engagement is monitored throughout session, and session is adjusted to meet participant needs and preferences and to sustain their involvement. |
| | 3.4. | Key concepts and issues covered during session are summarised. |
| | 3.5. | Opportunities are provided for audience members to seek clarification or further explore key concepts and issues. |
4. | Evaluate education session. | 4.1. | Feedback on content, format and delivery of session is obtained from session audience, observers or other key people. |
| 4.2. | Feedback is analysed and adjustments required to improve future sessions are noted. |
| 4.3. | Session outcomes and feedback are conveyed to sponsor or client. |
A person demonstrating competency in this unit must satisfy the requirements of the elements, performance criteria, foundation skills and range of conditions of this unit.
The person must also prepare and deliver a public education session related to disability access for two different clients. Each session must involve a different topic and a different target group.
During the above work, the person must:
plan and develop effective public education sessions that:
reflect client and target group information requirements and agreed session outcomes
convey current, relevant information on a disability access topic effectively using available resources and presentation aids
deliver accessible and engaging sessions suited to target audience, topic and delivery method that demonstrate:
principles of effective communication
effective use of at least three of the following presentation strategies:
oral presentation of information supported by visual aids
discussion with audience members
questioning that elicits and consolidates audience member understanding
simulation or role play that demonstrates subject matter
demonstration of concept or issue through use of examples or other suitable means
monitor audience response to content and delivery methods throughout each session, and adjust as required
select and implement one of the methods specified in the range of conditions to obtain participant feedback at session end as part of own evaluation process
analyse participant feedback on the session to determine its effectiveness, and document any changes required to improve future sessions.
Each session must be delivered using a different delivery method selected from the following:
face to face
video conference
computer-assisted method, such as webinar or Skype.
In preparing and delivering the above public education sessions, the person must:
use effective consultation skills with clients to confirm and agree session information requirements and intended outcomes
apply organisational policies and procedures, including quality assurance requirements
source and evaluate information relevant to session and target group needs; and organise it in a logical and accessible manner
interpret and integrate regulatory and legislative requirements relating to disability access into session content
interpret the impact of the full range of disabilities and the limitations that each disability places on an individual’s access
interpret how the full range of environmental barriers impacts on people with a range of disabilities and impairments
document sessions in a professional manner and within required timeframe.
A person demonstrating competency in this unit must demonstrate knowledge of:
key content of standards, codes and legislation relating to specific public education session on disability access topic, including:
anti-discrimination legislation
Australian standards relating to accessibility, including AS1428 Design for access and mobility
Building Code of Australia
building legislation, regulations and standards
Disability Discrimination Act (DDA)
DDA Premises Standards
industry code of practice and code of ethics
disability awareness to inform public education session presentation and delivery, including:
range of disabilities to be considered when delivering session topic
disability-specific physical barriers
disability-specific minimum requirements for enhancing accessibility
organisational requirements for preparing and presenting public education sessions, including:
procedures for sourcing and assessing information to inform presentation
procedures for developing public education sessions, including required:
content
format, style, and structure
presentation
quality assurance requirements
key adult learning principles applicable to presentations, including:
group dynamics and processes
learner motivation
presentation techniques, formats and media suitable for conveying session information to participants
key characteristics of target groups for above public education sessions
limitations of own work role, responsibility and professional abilities with regard to above sessions.
The following must be present and available to learners during assessment activities:
equipment, including:
equipment, materials and software packages for making a presentation
hardware to support delivery methods
specifications:
standards, codes and legislation specified in the knowledge evidence
relationship with clients, including:
members of the general public
building developers, owners and managers
other professionals who interact with access consultants, such as building certifiers, architects, building designers and regulatory authorities
community and disability groups
educational institutions
organisations developing DDA Action Plans.
Timeframe:
in line with timeframe established in contractual arrangements for education session.
Assessor requirements
As a minimum, assessors must satisfy the assessor requirements in the Standards for Registered Training Organisations (RTOs) current at the time of assessment.