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

Student: __________________________________________________

Signature: _________________________________________________

Tips for gathering evidence to demonstrate your skills

The important thing to remember when gathering evidence is that the more evidence the better - that is, the more evidence you gather to demonstrate your skills, the more confident an assessor can be that you have learned the skills not just at one point in time, but are continuing to apply and develop those skills (as opposed to just learning for the test!). Furthermore, one piece of evidence that you collect will not usualy demonstrate all the required criteria for a unit of competency, whereas multiple overlapping pieces of evidence will usually do the trick!

From the Wiki University

 

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

What evidence can you provide to prove your understanding of each of the following citeria?

Prepare to deliver public education session on disability access.

  1. Target group’s information requirements for session are identified.
  2. Specific target group information requirements are researched.
  3. Existing resources are reviewed for suitability in relation to information required by target group.
Target group’s information requirements for session are identified.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Specific target group information requirements are researched.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Existing resources are reviewed for suitability in relation to information required by target group.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Plan and develop education session.

  1. Intended approach and session outcomes are determined and agreed with sponsor or client.
  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.
  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.
  4. Presentation is documented and aids are prepared using selected media and allowing time to review and revise prior to session.
Intended approach and session outcomes are determined and agreed with sponsor or client.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Presentation strategies, session format and delivery method are selected to suit target group characteristics, subject matter to be presented, available resources and session location.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Presentation aids and materials that suit format and purpose of session and enhance audience understanding of key concepts and issues are selected and sourced.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Presentation is documented and aids are prepared using selected media and allowing time to review and revise prior to session.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Deliver education session.

  1. Session presenter and topic are introduced, and intended outcomes of session are explained and discussed with audience.
  2. Presentation aids, materials and examples are used effectively to support audience understanding of key concepts and issues.
  3. Audience engagement is monitored throughout session, and session is adjusted to meet participant needs and preferences and to sustain their involvement.
  4. Key concepts and issues covered during session are summarised.
  5. Opportunities are provided for audience members to seek clarification or further explore key concepts and issues.
Session presenter and topic are introduced, and intended outcomes of session are explained and discussed with audience.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Presentation aids, materials and examples are used effectively to support audience understanding of key concepts and issues.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Audience engagement is monitored throughout session, and session is adjusted to meet participant needs and preferences and to sustain their involvement.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Key concepts and issues covered during session are summarised.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Opportunities are provided for audience members to seek clarification or further explore key concepts and issues.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Evaluate education session.

  1. Feedback on content, format and delivery of session is obtained from session audience, observers or other key people.
  2. Feedback is analysed and adjustments required to improve future sessions are noted.
  3. Session outcomes and feedback are conveyed to sponsor or client.
Feedback on content, format and delivery of session is obtained from session audience, observers or other key people.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Feedback is analysed and adjustments required to improve future sessions are noted.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Session outcomes and feedback are conveyed to sponsor or client.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Assessed

Teacher: ___________________________________ Date: _________

Signature: ________________________________________________

Comments:

 

 

 

 

 

 

 

 

Instructions to Assessors

Evidence Guide

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.

Required Skills and Knowledge

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.

Range Statement

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.