The Range Statement adds definition to the unit by elaborating critical or significant aspects of the performance requirements of the unit. The Range Statement establishes the range of indicative meanings or applications of these requirements in different operating contexts and conditions. The specific aspects which require elaboration are identified by the use of italics in the Performance Criteria.
The learning program provides 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 derived from the benchmarks 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
The delivery plan is used by the trainer/facilitator to guide and manage delivery to a group and includes:
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 requirements
OHS considerations, including:
- incident or hazard reporting
- emergency procedures
All resource needs includes:
the learning resources required by the trainer/ facilitator and learners to be used in the session/s
the learning materials and documented learning activities required by the trainer/facilitator and learners to be used in the session/s
specific facility, technology and equipment to be used in the session/s
learner support requirements
Learner recognition processes may include:
recognition of prior learning (RPL) for previous formal education and training which contributes to assessment of current competency or formal credit
recognition of current competency (RCC)
credit for subjects/units/qualifications/Statements of Attainment
Relevant persons may include:
self (as the assessor)
other trainers/facilitators with learner records
other assessors
support personnel administering learner/candidate records
Individual learner needs may:
vary from overall group learning objectives depending on previous experience and competencies already held
Objectives may include:
the competency standards being addressed
specified learning outcomes or learning objectives derived from the competency standards
learning outcomes based on other benchmarks
group learning needs
individual learning needs
specific learning activities
practise opportunities e.g. practicum or supervised teaching/facilitation
formative assessment opportunities
Expectations may include:
expectations of learners and the group by trainer/facilitator
expectations of the trainer/facilitator by individuals and by the group
expectations of individual and group behaviour including respect, sensitivity to needs of others, sensitivity to culture, ethics and gender, practising inclusivity in group work, use of appropriate language
expectations of commitment to learning/learning process/learner motivation and participation
expectations of interesting, engaging delivery and facilitation
expectations of a safe, secure learning environment
Requirements may include:
appropriate behaviour
maintaining progress
attendance
assessment including
the points in delivery at which assessments will occur
identified formative assessment activities as part of learning experience
evidence requirements
OHS aspects and requirements, including:
- reporting requirements for hazards
- safe use and maintenance of relevant equipment
- emergency procedures
- sources of OHS information
- names of key workplace persons with OHS roles and responsibilities
- OHS policies and procedures relevant to the learning environment
Appropriate oral communication and language skills may include:
using an appropriate tone and level of voice
making clear and concrete presentations of options/advice
using icebreakers as appropriate
using appropriate terminology and language of the industry/profession
using an open, warm communication style including effective verbal and body language
communicating clearly to facilitate group and individual learning
using critical listening and questioning skills and techniques
providing constructive and supportive feedback
accurately interpreting verbal messages
inviting learners to paraphrase advice/instructions
ensuring language, literacy and numeracy (LLN) used is appropriate to the learner/s needs
Interpersonal skills may include:
showing respect for the expertise and background of learners
establishing trust
building and maintaining rapport
demonstrating sensitivity to diversity, disability, culture, gender and ethnic backgrounds
modelling facilitation and learning behaviours
engaging in two-way interaction
encouraging the expression of diverse views and opinions
negotiating complex discussions by establishing a supportive environment
using language and concepts appropriate to cultural differences
accurately interpreting non-verbal messages
Learning principles include:
adults have a range of life experience which they can connect to learning
adults have a range of life experience which they can connect to learning
adults have a need to know why they are learning something and its benefits
learning needs to be learner-centred
adults have a need to be self-directing
the learning process needs to support increasing learner independence
emphasis on experimental and participative learning
use of modelling
the learning process needs to reflect individual circumstances and needs
Learner styles may include:
auditory
visual
kinaesthetic
left/right brain
global/analytical
theoretical
activist
pragmatist
reflective
Learner characteristics may 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
Session plans may include:
introduction/s
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
Resource requirements include:
the resources needed by the trainer/facilitator and the resources needed by the learners as identified in the delivery plan
Diversity may include:
age
gender
culture
ethnicity
disability
religion
sexual orientation
level and prior experiences of education and training
attitudes and reasons for learning
Generic skills may include:
Key Competencies, including:
- communicating ideas and information
- collecting, analysing and organising information
- planning and organising activities
- working in a team
- using mathematical ideas and techniques
- solving problems
- using technology
self-management
how to learn
initiative and enterprise
innovation
team work
language, literacy and numeracy and communication skills
Delivery methods are the techniques used to guide, facilitate and support the learning process and may be:
lock step, learner-paced, mixed pace
interactive, participative, collaborative
trainer/facilitator-centred and learner-centred, and may include:
- demonstration/modelling
- instruction
- presentations/lectures
- guided facilitation of individual and group learning activities/group work/case studies
- initiating and facilitating group discussions
- brainstorming activities
- practice opportunities
- enabling and supporting effective learner participation
- tutoring
- project-based
- individual facilitation techniques - coaching/mentoring
- blended
Appropriate technology and equipment may include:
overhead projectors
computers
light projectors
DVD/video equipment
television/screen
whiteboard/blackboard
butcher's paper
specific technical equipment/machinery relevant to technical areas
Presentation skills may include:
synthesising information and ideas
preparing aids such as overhead projectors and data projectors
using computer presentation applications
using computer software and hardware
speaking with appropriate tone and pitch
using appropriate language to reflect the audience
encouraging and dealing appropriately with questions
showing enthusiasm for the topic
summarising key points
making direct eye contact to create direct pathway between learners and self (may be culturally inappropriate for some groups)
demonstrating confidence
supporting learners to enable progress from simple to more complex tasks and concepts
Group facilitation skills may include:
ensuring that every individual has an opportunity for participation and input
maintaining group cohesion
encouraging rapport between group members
managing group dynamics
observing and interpreting behaviour that puts others at risk
facilitating discussion and group interaction
Observation skills may include:
using formative evaluation to monitor learner progress
monitoring group and individual interactions
monitoring conflict/behavioural difficulties
monitoring learner cues about concerns/difficulties in learning
monitoring learner readiness for assessment and/or new areas of learning
Unanticipated situations may include:
identifying learners experiencing difficulties with learning for a variety of reasons, which may include:
- English language, literacy and numeracy difficulties
- physical/sensory difficulties
- socio-emotional difficulties
- organisational issues
Inappropriate behaviour may include:
violent or inappropriate language
verbal or physical abuse
bullying
insensitive verbal or physical behaviour towards other learners or the trainer/facilitator e.g. cultural, racial, disability or gender-based insensitivities
dominant or overbearing behaviour
disruptive behaviour
non-compliance with safety instructions
Conflict resolution and negotiation skills may include:
identifying critical points/issues/concerns/problems
talking through points/issues/concerns/problems
identifying options for changing behaviours
bringing the parties together
managing discussions
moving parties forward
presenting solutions
ensuring equitable outcomes
providing face-saving options
obtaining agreements
Reflecting on own performance may include:
thinking through the training delivery
asking key questions
reviewing achievements
analysing difficulties
The Range Statement adds definition to the unit by elaborating critical or significant aspects of the performance requirements of the unit. The Range Statement establishes the range of indicative meanings or applications of these requirements in different operating contexts and conditions. The specific aspects which require elaboration are identified by the use of italics in the Performance Criteria.
The learning program provides 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 derived from the benchmarks 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
The delivery plan is used by the trainer/facilitator to guide and manage delivery to a group and includes:
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 requirements
OHS considerations, including:
- incident or hazard reporting
- emergency procedures
All resource needs includes:
the learning resources required by the trainer/ facilitator and learners to be used in the session/s
the learning materials and documented learning activities required by the trainer/facilitator and learners to be used in the session/s
specific facility, technology and equipment to be used in the session/s
learner support requirements
Learner recognition processes may include:
recognition of prior learning (RPL) for previous formal education and training which contributes to assessment of current competency or formal credit
recognition of current competency (RCC)
credit for subjects/units/qualifications/Statements of Attainment
Relevant persons may include:
self (as the assessor)
other trainers/facilitators with learner records
other assessors
support personnel administering learner/candidate records
Individual learner needs may:
vary from overall group learning objectives depending on previous experience and competencies already held
Objectives may include:
the competency standards being addressed
specified learning outcomes or learning objectives derived from the competency standards
learning outcomes based on other benchmarks
group learning needs
individual learning needs
specific learning activities
practise opportunities e.g. practicum or supervised teaching/facilitation
formative assessment opportunities
Expectations may include:
expectations of learners and the group by trainer/facilitator
expectations of the trainer/facilitator by individuals and by the group
expectations of individual and group behaviour including respect, sensitivity to needs of others, sensitivity to culture, ethics and gender, practising inclusivity in group work, use of appropriate language
expectations of commitment to learning/learning process/learner motivation and participation
expectations of interesting, engaging delivery and facilitation
expectations of a safe, secure learning environment
Requirements may include:
appropriate behaviour
maintaining progress
attendance
assessment including
the points in delivery at which assessments will occur
identified formative assessment activities as part of learning experience
evidence requirements
OHS aspects and requirements, including:
- reporting requirements for hazards
- safe use and maintenance of relevant equipment
- emergency procedures
- sources of OHS information
- names of key workplace persons with OHS roles and responsibilities
- OHS policies and procedures relevant to the learning environment
Appropriate oral communication and language skills may include:
using an appropriate tone and level of voice
making clear and concrete presentations of options/advice
using icebreakers as appropriate
using appropriate terminology and language of the industry/profession
using an open, warm communication style including effective verbal and body language
communicating clearly to facilitate group and individual learning
using critical listening and questioning skills and techniques
providing constructive and supportive feedback
accurately interpreting verbal messages
inviting learners to paraphrase advice/instructions
ensuring language, literacy and numeracy (LLN) used is appropriate to the learner/s needs
Interpersonal skills may include:
showing respect for the expertise and background of learners
establishing trust
building and maintaining rapport
demonstrating sensitivity to diversity, disability, culture, gender and ethnic backgrounds
modelling facilitation and learning behaviours
engaging in two-way interaction
encouraging the expression of diverse views and opinions
negotiating complex discussions by establishing a supportive environment
using language and concepts appropriate to cultural differences
accurately interpreting non-verbal messages
Learning principles include:
adults have a range of life experience which they can connect to learning
adults have a range of life experience which they can connect to learning
adults have a need to know why they are learning something and its benefits
learning needs to be learner-centred
adults have a need to be self-directing
the learning process needs to support increasing learner independence
emphasis on experimental and participative learning
use of modelling
the learning process needs to reflect individual circumstances and needs
Learner styles may include:
auditory
visual
kinaesthetic
left/right brain
global/analytical
theoretical
activist
pragmatist
reflective
Learner characteristics may 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
Session plans may include:
introduction/s
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
Resource requirements include:
the resources needed by the trainer/facilitator and the resources needed by the learners as identified in the delivery plan
Diversity may include:
age
gender
culture
ethnicity
disability
religion
sexual orientation
level and prior experiences of education and training
attitudes and reasons for learning
Generic skills may include:
Key Competencies, including:
- communicating ideas and information
- collecting, analysing and organising information
- planning and organising activities
- working in a team
- using mathematical ideas and techniques
- solving problems
- using technology
self-management
how to learn
initiative and enterprise
innovation
team work
language, literacy and numeracy and communication skills
Delivery methods are the techniques used to guide, facilitate and support the learning process and may be:
lock step, learner-paced, mixed pace
interactive, participative, collaborative
trainer/facilitator-centred and learner-centred, and may include:
- demonstration/modelling
- instruction
- presentations/lectures
- guided facilitation of individual and group learning activities/group work/case studies
- initiating and facilitating group discussions
- brainstorming activities
- practice opportunities
- enabling and supporting effective learner participation
- tutoring
- project-based
- individual facilitation techniques - coaching/mentoring
- blended
Appropriate technology and equipment may include:
overhead projectors
computers
light projectors
DVD/video equipment
television/screen
whiteboard/blackboard
butcher's paper
specific technical equipment/machinery relevant to technical areas
Presentation skills may include:
synthesising information and ideas
preparing aids such as overhead projectors and data projectors
using computer presentation applications
using computer software and hardware
speaking with appropriate tone and pitch
using appropriate language to reflect the audience
encouraging and dealing appropriately with questions
showing enthusiasm for the topic
summarising key points
making direct eye contact to create direct pathway between learners and self (may be culturally inappropriate for some groups)
demonstrating confidence
supporting learners to enable progress from simple to more complex tasks and concepts
Group facilitation skills may include:
ensuring that every individual has an opportunity for participation and input
maintaining group cohesion
encouraging rapport between group members
managing group dynamics
observing and interpreting behaviour that puts others at risk
facilitating discussion and group interaction
Observation skills may include:
using formative evaluation to monitor learner progress
monitoring group and individual interactions
monitoring conflict/behavioural difficulties
monitoring learner cues about concerns/difficulties in learning
monitoring learner readiness for assessment and/or new areas of learning
Unanticipated situations may include:
identifying learners experiencing difficulties with learning for a variety of reasons, which may include:
- English language, literacy and numeracy difficulties
- physical/sensory difficulties
- socio-emotional difficulties
- organisational issues
Inappropriate behaviour may include:
violent or inappropriate language
verbal or physical abuse
bullying
insensitive verbal or physical behaviour towards other learners or the trainer/facilitator e.g. cultural, racial, disability or gender-based insensitivities
dominant or overbearing behaviour
disruptive behaviour
non-compliance with safety instructions
Conflict resolution and negotiation skills may include:
identifying critical points/issues/concerns/problems
talking through points/issues/concerns/problems
identifying options for changing behaviours
bringing the parties together
managing discussions
moving parties forward
presenting solutions
ensuring equitable outcomes
providing face-saving options
obtaining agreements
Reflecting on own performance may include:
thinking through the training delivery
asking key questions
reviewing achievements
analysing difficulties