Unit of Competency Mapping – Information for Teachers/Assessors – Information for Learners

CPPACC4018 Mapping and Delivery Guide
Prepare, deliver and evaluate public education sessions on disability access

Version 1.0
Issue Date: April 2024


Qualification -
Unit of Competency CPPACC4018 - Prepare, deliver and evaluate public education sessions on disability access
Description
Employability Skills
Learning Outcomes and Application This unit of competency specifies the outcomes required to prepare, deliver and evaluate public education sessions on issues relating to access for people with disabilities. It requires the ability to use presentation techniques and communication and interpersonal skills to convey information on the access requirements of the Disability Discrimination Act (DDA) Premises Standards, the Building Code of Australia, and applicable Australian standards.The unit supports the access consulting service of teaching, lecturing and presenting seminars. It applies to those delivering access education sessions to 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; and organisations developing DDA Action Plans.No licensing, legislative, regulatory, or certification requirements apply to this unit of competency at the time of endorsement.
Duration and Setting X weeks, nominally xx hours, delivered in a classroom/online/blended learning setting.

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.
Prerequisites/co-requisites
Competency Field
Development and validation strategy and guide for assessors and learners Student Learning Resources Handouts
Activities 		Slides
PPT 		Assessment 1 Assessment 2 Assessment 3 Assessment 4
Elements of Competency Performance Criteria              
Element: Prepare to deliver public education session on disability access.
  • Target group’s information requirements for session are identified.
  • Specific target group information requirements are researched.
  • Existing resources are reviewed for suitability in relation to information required by target group.
       
Element: Plan and develop education session.
  • Intended approach and session outcomes are determined and agreed with sponsor or client.
  • Presentation strategies, session format and delivery method are selected to suit target group characteristics, subject matter to be presented, available resources and session location.
  • Presentation aids and materials that suit format and purpose of session and enhance audience understanding of key concepts and issues are selected and sourced.
  • Presentation is documented and aids are prepared using selected media and allowing time to review and revise prior to session.
       
Element: Deliver education session.
  • Session presenter and topic are introduced, and intended outcomes of session are explained and discussed with audience.
  • Presentation aids, materials and examples are used effectively to support audience understanding of key concepts and issues.
  • Audience engagement is monitored throughout session, and session is adjusted to meet participant needs and preferences and to sustain their involvement.
  • Key concepts and issues covered during session are summarised.
  • Opportunities are provided for audience members to seek clarification or further explore key concepts and issues.
       
Element: Evaluate education session.
  • Feedback on content, format and delivery of session is obtained from session audience, observers or other key people.
  • Feedback is analysed and adjustments required to improve future sessions are noted.
  • Session outcomes and feedback are conveyed to sponsor or client.
       


Evidence Required

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.

Submission Requirements

List each assessment task's title, type (eg project, observation/demonstration, essay, assignment, checklist) and due date here

Assessment task 1: [title]      Due date:

(add new lines for each of the assessment tasks)

Assessment Tasks

Copy and paste from the following data to produce each assessment task. Write these in plain English and spell out how, when and where the task is to be carried out, under what conditions, and what resources are needed. Include guidelines about how well the candidate has to perform a task for it to be judged satisfactory.

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.

This section specifies work environments and conditions that may affect performance. Essential operating conditions that may be present (depending on the work situation, needs of the candidate, accessibility of the item, and local industry and regional contexts) are included. Bold italicised wording, if used in the performance criteria, is detailed below.

Research must include at least two of the following:

reviewing sources of information relating to topic

reviewing past presentations on same or related topic

speaking to informed individuals or experts.

Target group characteristics must include:

language, literacy and numeracy needs

cultural background

educational background or general knowledge

gender

age

physical ability

previous experience with session topic.

Documented must include:

key concepts and issues to be covered

techniques to evaluate presentation effectiveness.

Presentation aids:

must:

suit the specific session

appeal to diverse learning styles

use accessible language

not require audience to read for an extensive period of time

model good practice principles for disability access, including aids that accommodate:

vision impairment through the use of such features as large font size and accessible colour

hearing impairment through the use of visual aids that accentuate key session concepts

must include at least three of the following aids:

audio recordings

video clips

data projectors with slides

paper-based materials, such as handouts and posters

photographs, diagrams or charts

models

whiteboards.

Adjustments must include at least one of the following:

varying verbal communication, such as language used

varying non-verbal communication, such as eye contact.

Feedback methods must include at least one of the following:

questioning or interviewing participants or observers

focus group interviews

written feedback from participants

review of videotape of presentation.

Copy and paste from the following performance criteria to create an observation checklist for each task. When you have finished writing your assessment tool every one of these must have been addressed, preferably several times in a variety of contexts. To ensure this occurs download the assessment matrix for the unit; enter each assessment task as a column header and place check marks against each performance criteria that task addresses.

Observation Checklist

Tasks to be observed according to workplace/college/TAFE policy and procedures, relevant legislation and Codes of Practice Yes No Comments/feedback
Target group’s information requirements for session are identified. 
Specific target group information requirements are researched. 
Existing resources are reviewed for suitability in relation to information required by target group. 
Intended approach and session outcomes are determined and agreed with sponsor or client. 
Presentation strategies, session format and delivery method are selected to suit target group characteristics, subject matter to be presented, available resources and session location. 
Presentation aids and materials that suit format and purpose of session and enhance audience understanding of key concepts and issues are selected and sourced. 
Presentation is documented and aids are prepared using selected media and allowing time to review and revise prior to session. 
Session presenter and topic are introduced, and intended outcomes of session are explained and discussed with audience. 
Presentation aids, materials and examples are used effectively to support audience understanding of key concepts and issues. 
Audience engagement is monitored throughout session, and session is adjusted to meet participant needs and preferences and to sustain their involvement. 
Key concepts and issues covered during session are summarised. 
Opportunities are provided for audience members to seek clarification or further explore key concepts and issues. 
Feedback on content, format and delivery of session is obtained from session audience, observers or other key people. 
Feedback is analysed and adjustments required to improve future sessions are noted. 
Session outcomes and feedback are conveyed to sponsor or client. 

Forms

Assessment Cover Sheet

CPPACC4018 - Prepare, deliver and evaluate public education sessions on disability access
Assessment task 1: [title]

Student name:

Student ID:

I declare that the assessment tasks submitted for this unit are my own work.

Student signature:

Result: Competent Not yet competent

Feedback to student

 

 

 

 

 

 

 

 

Assessor name:

Signature:

Date:

Assessment Record Sheet

CPPACC4018 - Prepare, deliver and evaluate public education sessions on disability access

Student name:

Student ID:

Assessment task 1: [title] Result: Competent Not yet competent

(add lines for each task)

Feedback to student:

 

 

 

 

 

 

 

 

Overall assessment result: Competent Not yet competent

Assessor name:

Signature:

Date:

Student signature:

Date: