- ICAA5145B - Identify best-fit topology for a wide area network
Unit of Competency Mapping – Information for Teachers/Assessors – Information for Learners
ICAA5145B Mapping and Delivery Guide
Identify best-fit topology for a wide area network
Version 1.0
Issue Date: March 2024
Qualification | - |
Unit of Competency | ICAA5145B - Identify best-fit topology for a wide area network |
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Description | This unit defines the competency required to identify the best way computers and local area networks (LANs) can be connected to make a wide area network (WAN).Options may involve the purchase of a WAN connection or service from a telecommunications provider.The following units are linked and form an appropriate cluster:ICAA5144B Determine best fit topology for a local networkICAA5151B Gather data to identify business requirementsNo licensing, legislative, regulatory or certification requirements apply to this unit at the time of publication. | ||
Employability Skills | This unit contains employability skills. | ||
Learning Outcomes and Application | |||
Duration and Setting | X weeks, nominally xx hours, delivered in a classroom/online/blended learning setting. |
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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 | |
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Elements of Competency | Performance Criteria | |||||||
Element: Identify WAN needs |
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Element: Create WAN specification |
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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.
The evidence guide provides advice on assessment and must be read in conjunction with the performance criteria, required skills and knowledge, range statement and the Assessment Guidelines for the Training Package. | |
Overview of assessment | |
Critical aspects for assessment and evidence required to demonstrate competency in this unit | Evidence of the following is essential: Assessment must confirm the ability to clearly identify the configuration for connecting a LAN/WLAN or VPN into a WAN, given budget constraints and business needs. To demonstrate competency in this unit the learner will need access to: Design documents relating to LANs to be incorporated in the WAN Equipment specifications |
Context of and specific resources for assessment | The breadth, depth and complexity covering planning and initiation of alternative approaches to skills or knowledge applications across a broad range of technical and/or management requirements, evaluation and coordination would be characteristic. Assessment must ensure: self-directed application of knowledge and skills, with substantial depth in some areas where judgement is required in planning and selecting appropriate equipment, services and techniques for self and others. Applications involve participation in development of strategic initiatives as well as personal responsibility and autonomy in performing complex technical operations or organising others. It may include participation in teams including teams concerned with planning and evaluation functions. Group or team coordination may also be involved. |
Method of assessment | The purpose of this unit is to define the standard of performance to be achieved in the workplace. In undertaking training and assessment activities related to this unit, consideration should be given to the implementation of appropriate diversity and accessibility practices in order to accommodate people who may have special needs. Additional guidance on these and related matters is provided in ICA05 Section 1. Competency in this unit should to be assessed using summative assessment to ensure consistency of performance in a range of contexts. This unit can be assessed either in the workplace or in a simulated environment. However, simulated activities must closely reflect the workplace to enable full demonstration of competency. Assessment will usually include observation of real or simulated work processes and procedures and/or performance in a project context as well as questioning on underpinning knowledge and skills. The questioning of team members, supervisors, subordinates, peers and clients where appropriate may provide valuable input to the assessment process. The interdependence of units for assessment purposes may vary with the particular project or scenario. |
Guidance information for assessment | Holistic assessment with other units relevant to the industry sector, workplace and job role is recommended, for example: ICAA5144B Determine best-fit topology for a local network ICAA5151B Gather data to identify business requirements An individual demonstrating this competency would be able to: Demonstrate understanding of a broad knowledge base incorporating theoretical concepts, with substantial depth in some areas Analyse and plan approaches to technical problems or management requirements Transfer and apply theoretical concepts and/or technical or creative skills to a range of situations Evaluate information, using it to forecast for planning or research purposes Take responsibility for own outputs in relation to broad quantity and quality parameters Take some responsibility for the achievement of group outcomes Maintain knowledge of industry products and services |
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.
Required skills |
Use of functional matrices Use of LAN functional matrices Use of traffic simulation tools Basic traffic analysis Use of network protocols |
Required knowledge |
Telecommunications infrastructure, including the difference between digital and analogue networks Modems: concepts and types Asynchronous and synchronous communication Use of microwave and satellite communication in networking Packet switching Router operations (e.g. DDR) TCP/IP protocols IP addressing Routing protocols (e.g. RIP, EIGRP, OSPF) Routed (routable) protocols (e.g. IP, IPX, AppleTalk) General knowledge so that the learner can define the requirements covering areas such as: Scope of operation, redundancy paths, high/low-speed links, protocols, security, traffic flow patterns, traffic load, response time and reliability requirements, types of users/applications, growth projections and capacity planning, constraints and costs |
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. | |
Resource requirements includes: | number of users average transaction and file transfer size type of applications using the link nature of WAN traffic (i.e. constant, steady, flows or communication in bursts) telecommunications links |
WAN service may include: | bandwidth reliability cost structure |
Telecommunications infrastructure | switched circuits (permanent virtual circuits (PVCs) and switched virtual circuits (SVCs) leased lines T-carriers, synchronous optical network (SONET) technologies asymmetrical digital subscriber line (ADSL) integrated services digital network (ISDN) symmetrical digital subscriber line (SDSL) high speed digital subscriber line (HDSL) |
Traffic may include: | data voice video |
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 |
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Identify the different local area network (LAN)/wireless local area network (WLAN) or virtual private network (VPN) segments of the proposed wide area network (WAN) | |||
Determine segment needs using functional analysis | |||
Estimate traffic content and volumes according to expected organisational usage, by examining telecommunications infrastructure | |||
Develop an organisational WAN functional matrix | |||
Determine resource requirements for each LAN/WLAN or VPN segment on the basis of functional analysis | |||
Consider and report how features of the physical environment affect WAN design | |||
Choose a WAN service appropriate to the amount and type of traffic expected to access the WAN | |||
Include redundant links in the proposed WAN connectivity for link back-up purposes, in case the main link is disrupted |
Forms
Assessment Cover Sheet
ICAA5145B - Identify best-fit topology for a wide area network
Assessment task 1: [title]
Student name:
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I declare that the assessment tasks submitted for this unit are my own work.
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Result: Competent Not yet competent
Feedback to student
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Assessment Record Sheet
ICAA5145B - Identify best-fit topology for a wide area network
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:
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Date:
Student signature:
Date: