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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 workplacein a simulated work environmentin the training room/classroomin specialist environments - e.g. laboratory/ computer roomin an external venuein an internal venuein a community setting |
Organisational arrangementsmay include: | finalising specific location/s or venue/s for deliverycoordinating locationsenrolment proceduresscheduling requirementssize of groupspecial equipment or technology needsproviding for specific needs of the learners |
| investigating the learning environment to identify, assess and control occupational health and safety (OHS) risks allowable time for trainingmanagement expectationspeople to be involvedreporting requirementsaccess issues, e.g. to work practice environment |
A learning program may include: | a subset of a learning strategya short course/vocational programa professional development programa community education programa workplace learning programpart of a VET in Schools programpart of an apprenticeship/traineeshipa short-term development plan developed by a coacha 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 achievedthe specific learning outcomes for each chunk or segment of the learning programan overview of the content to be covered in each chunk/segment of the learning programlearning resources, learning materials and activities for each chunk/segment of the learning programnumber and duration of training sessions/ classes required and overall timelinesdelivery methods for each chunk/segment of the learning programOHS issues to be addressed in deliveryidentification of assessment points to measure learner progressassessment methods and tools to be used to collect evidence of competency, where assessment is required |
Learning needsmay be: | a competency or group of competenciesaspects of competency such as skills, knowledge or technical applications skills in operating specific equipment generic skills developmentpersonal development and growth |
| English language, literacy and numeracy underpinning skills |
Learner/srefers to: | existing industry/enterprise employeesschool leaversnew entrants to the workforceapprentices/traineesindividuals learning new skills/knowledgeindividuals seeking to upgrade skills/knowledgeindividuals changing careersunemployed peoplelearners who have a disabilitymembers of target groups such as Aboriginal and Torres Strait Islander communitiesoverseas learnersrecent migrantsindividuals/groups meeting licensing or other regulatory requirements |
Learner characteristicsmay include: | language, literacy and numeracy requirementsspecific needs, physical or psychologicalpreferred learning stylesemployment statuspast learning experienceslevel of maturitycultural background and needslevel of formal schooling in Australia or overseaslength of time resident in Australia |
Information and documentationmay include: | enrolment informationemployee/personnel records (confidentiality protected)results of organisational training needs analysesoutcomes of RCC/RPL assessmentscommunication with individual learners |
Processesmay be formal or informal, and may include: | analysing learner information on enrolment formsdiscussions with learners to identify learning support needs observation of the learners |
Learner support requirementsmay include: | support arrangements for meeting disability needssupport arrangements for meeting cultural needssupport arrangements for meeting language, literacy and numeracy needs |
Constraintsmay include: | access to industry expertsaccess to workplaceaccess to practice opportunitiescost of trainingtime required/available for deliveryscheduling difficultiesconsideration of appropriate groupings of learners and meeting learner needs/characteristics |
Risksmay include: | OHS considerationsinappropriate locationinadequate equipment/technology/resourcescapacity 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 programresponsibility for planning and organising provision of a specific number of sessionsplanning and organising the availability of relevant learning materialsrelationships with other trainers/facilitatorsarrangements for assessmentreporting arrangements |
Relevant personnelmay include: | own supervisorother trainers/facilitatorsother workplace supervisorsworkplace managementindustry personnelOHS representativesEnglish language, literacy and numeracy specialists |
Learning objectivesmay relate to: | competencies to be achieved by learnerslearning outcomesindividual/group objectivesgeneric 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 meaningfuladults have a need to know why they are learningtraining needs to be learner-centred to engage learnersthe learning process needs to support increasing learner independenceemphasis on experimental and participative learninguse of modellingreflecting individual circumstances |
Learning theoriesmay include: | behavioural learning theoryinformation processing theorycognitive learning theoryconstructivistsituationalproblem-basedandragogypedagogy |
Existinglearning resourcesmay include: | Training Packages noted support materials, such as: learner/user guidestrainer/facilitator guideshow to organise training guidesexample training programsspecific case studiesprofessional development materialsassessment materialsother published, commercially available support materials for Training Packages/courses organisational learning resourcescompetency standards as a learning resourcevideos CDs and audio tapesreferences and textsmanualsrecord/log bookslearning 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 learnersworksheetsworkbooks prepared case studiesprepared task sheetsprepared activity sheetsprepared topic/unit/subject information sheetsprepared role-playsprepared presentations and overheadsprepared scenarios, projects, assignmentsmaterials sourced from the workplace, e.g. workplace documentation, operating procedures, specificationsprepared research tasks |
Learning activitiesmay include: | discussionsrole-playswritten activities/taskscase studiessimulationaudio or visual activitiesdemonstrationpractice, e.g. practicum or supervised teaching/facilitationindividual activities/projects/assignmentsgroup activities/projects/assignmentsworkplace tasksresearchproblem-based tasksthinking skills exercisesquestion and answerworking through self-paced materialsgames |
Session plansmay include: | introductionsoutline of objectives/content to be addressedice breakers to be useddelivery methods for each part of the sessionplan of learning activities to be used within the sessiontimelines/duration for each learning activityformative assessment points/opportunitieslearning materials requiredsummary/overview/wrap up |
Learner stylesmay include: | auditory visualkinaestheticleft/right brainglobal/analyticaltheoreticalactivistpragmatistreflective |
Specific facility, technology and equipment needsmay include: | specific location/roomavailability of appropriate furnitureadequate lightingcomfortable seating and temperature overhead projectorcomputer hardware and softwarevideo equipmentaudio equipmenttechnical machinery/equipmentworking toolsscientific 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 unitproviding 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 repetitiondrawing on range of resources from first language, including peer supportensuring appropriate physical and communication supports are availablelistening to problems and helping within own area of responsibility and/or knowledgebuilding 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 addressednumber of learners and their specific support requirementscontent of sessions as specified in the session planstimelines/duration of activities within sessionslearning resources, learning materials and learning activities to be used in sessionsother resource and equipment requirementsOHS considerations, including: incident or hazard reportingemergency procedures |