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The range statement relates to the unit of competency as a whole. It allows for different work environments and situations that may affect performance. Bold italicised wording, if used in the performance criteria, is detailed below. Essential operating conditions that may be present with training and assessment (depending on the work situation, needs of the candidate, accessibility of the item, and local industry and regional contexts) may also be included. |
Learning contextincludes: | where the learning will occur, for example: in the workplace in a simulated work environment in the training room/classroom in specialist environments - e.g. laboratory/ computer room in an external venue in an internal venue in a community setting |
Organisational arrangementsmay include: | finalising specific location/s or venue/s for delivery coordinating locations enrolment procedures scheduling requirements size of group special equipment or technology needs providing for specific needs of the learners |
| investigating the learning environment to identify, assess and control occupational health and safety (OHS) risks allowable time for training management expectations people to be involved reporting requirements access issues, e.g. to work practice environment |
A learning program may include: | a subset of a learning strategy a short course/vocational program a professional development program a community education program a workplace learning program part of a VET in Schools program part of an apprenticeship/traineeship a short-term development plan developed by a coach a short-term induction program |
Alearning programprovides a documented guide to support a cohesive and integrated learning process for the learner and includes: | the competencies or other benchmarks to be achieved the specific learning outcomes for each chunk or segment of the learning program an overview of the content to be covered in each chunk/segment of the learning program learning resources, learning materials and activities for each chunk/segment of the learning program number and duration of training sessions/ classes required and overall timelines delivery methods for each chunk/segment of the learning program OHS issues to be addressed in delivery identification of assessment points to measure learner progress assessment methods and tools to be used to collect evidence of competency, where assessment is required |
Learning needsmay be: | a competency or group of competencies aspects of competency such as skills, knowledge or technical applications skills in operating specific equipment generic skills development personal development and growth |
| English language, literacy and numeracy underpinning skills |
Learner/srefers to: | existing industry/enterprise employees school leavers new entrants to the workforce apprentices/trainees individuals learning new skills/knowledge individuals seeking to upgrade skills/knowledge individuals changing careers unemployed people learners who have a disability members of target groups such as Aboriginal and Torres Strait Islander communities overseas learners recent migrants individuals/groups meeting licensing or other regulatory requirements |
Learner characteristicsmay include: | language, literacy and numeracy requirements specific needs, physical or psychological preferred learning styles employment status past learning experiences level of maturity cultural background and needs level of formal schooling in Australia or overseas length of time resident in Australia |
Information and documentationmay include: | enrolment information employee/personnel records (confidentiality protected) results of organisational training needs analyses outcomes of RCC/RPL assessments communication with individual learners |
Processesmay be formal or informal, and may include: | analysing learner information on enrolment forms discussions with learners to identify learning support needs observation of the learners |
Learner support requirementsmay include: | support arrangements for meeting disability needs support arrangements for meeting cultural needs support arrangements for meeting language, literacy and numeracy needs |
Constraintsmay include: | access to industry experts access to workplace access to practice opportunities cost of training time required/available for delivery scheduling difficulties consideration of appropriate groupings of learners and meeting learner needs/characteristics |
Risksmay include: | OHS considerations inappropriate location inadequate equipment/technology/resources capacity to meet learner needs and characteristics |
Personal role and responsibilitiesmay include: | responsibility for planning and organising provision of parts of the relevant learning strategy, or learning program or parts of the learning program responsibility for planning and organising provision of a specific number of sessions planning and organising the availability of relevant learning materials relationships with other trainers/facilitators arrangements for assessment reporting arrangements |
Relevant personnelmay include: | own supervisor other trainers/facilitators other workplace supervisors workplace management industry personnel OHS representatives English language, literacy and numeracy specialists |
Learning objectivesmay relate to: | competencies to be achieved by learners learning outcomes individual/group objectives generic and/or technical skills |
Learning principlesinclude: | adults have a need to be self-directing adults have a range of life experience, and connecting learning to experience is meaningful adults have a need to know why they are learning training needs to be learner-centred to engage learners the learning process needs to support increasing learner independence emphasis on experimental and participative learning use of modelling reflecting individual circumstances |
Learning theoriesmay include: | behavioural learning theory information processing theory cognitive learning theory constructivist situational problem-based andragogy pedagogy |
Existinglearning resourcesmay include: | Training Packages noted support materials, such as: learner/user guides trainer/facilitator guides how to organise training guides example training programs specific case studies professional development materials assessment materials other published, commercially available support materials for Training Packages/courses organisational learning resources competency standards as a learning resource videos CDs and audio tapes references and texts manuals record/log books learning resources and learning materials developed under the Workplace English Language and Literacy (WELL) program |
| learning resources produced in languages other than English as appropriate to learner group and workplace |
Learning materialsmay include: | handouts for learners worksheets workbooks prepared case studies prepared task sheets prepared activity sheets prepared topic/unit/subject information sheets prepared role-plays prepared presentations and overheads prepared scenarios, projects, assignments materials sourced from the workplace, e.g. workplace documentation, operating procedures, specifications prepared research tasks |
Learning activitiesmay include: | discussions role-plays written activities/tasks case studies simulation audio or visual activities demonstration practice, e.g. practicum or supervised teaching/facilitation individual activities/projects/assignments group activities/projects/assignments workplace tasks research problem-based tasks thinking skills exercises question and answer working through self-paced materials games |
Session plansmay include: | introductions outline of objectives/content to be addressed ice breakers to be used delivery methods for each part of the session plan of learning activities to be used within the session timelines/duration for each learning activity formative assessment points/opportunities learning materials required summary/overview/wrap up |
Learner stylesmay include: | auditory visual kinaesthetic left/right brain global/analytical theoretical activist pragmatist reflective |
Specific facility, technology and equipment needsmay include: | specific location/room availability of appropriate furniture adequate lighting comfortable seating and temperature overhead projector computer hardware and software video equipment audio equipment technical machinery/equipment working tools scientific laboratory and equipment |
Additional resourcing to meet identified learner support needsincludes: | providing referrals to internal services such as language, literacy and numeracy support unit or individual learning unit providing referrals to external services such as community language, literacy and numeracy program, disability support service, counselling support, etc. incorporating techniques such as modelling/demonstrating, chunking, visual/diagrammatic, opportunities to practise skills, peer support, and repetition drawing on range of resources from first language, including peer support ensuring appropriate physical and communication supports are available listening to problems and helping within own area of responsibility and/or knowledge building required knowledge and skills using support materials |
A delivery planmay include: | individual/group learning objectives or outcomes for the segment of the learning program to be addressed number of learners and their specific support requirements content of sessions as specified in the session plans timelines/duration of activities within sessions learning resources, learning materials and learning activities to be used in sessions other resource and equipment requirements OHS considerations, including: incident or hazard reporting emergency procedures |