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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. |
Purposemay be to: | implement a Training Package qualification meet an identified client, industry or community need provide learning pathways/career development provide for apprenticeship/traineeship qualifications |
| settle in Australia develop of English language, literacy and numeracy skills meet regulatory requirements |
Alearning strategymay apply to: | a nationally endorsed qualification from a Training Package or accredited course a traineeship or apprenticeship a course to be accredited with an AQF qualification outcome |
Likely target groups and their needsmay include: | existing industry/enterprise employees school leavers new entrants to the workforce apprentices/trainees individuals learning new skills/knowledge individuals seeking to upgrade skills/knowledge individuals changing careers unemployed individuals and groups learners who have a disability, or are members of target groups such as Aboriginal and Torres Strait Islander communities recent migrants individuals/groups meeting licensing or other regulatory requirements particular class of visa holder |
Characteristicsof target groups may include: | level and breadth of work experience level and previous experiences of formal education skill/competency profile socio-economic background cultural background and needs age specific physical or psychological needs motivation for learning language, literacy and numeracy needs learning styles and preferences as determined by funding body, e.g. residence and length of time in Australia, length of time unemployed specific levels of English language, literacy and numeracy skill as determined by initial assessment process |
Qualification optionsmay include: | selecting a relevant qualification from an endorsed Training Packages using the packaging guidelines of the Training Package to determine the final mix of units which form the qualification selecting appropriate existing accredited courses developing a new accredited course based on combining endorsed units from different Training Packages or developing new competency standards to meet the identified need |
Relevant peoplemay include: | enterprise/industry clients Industry Skills Councils state/territory industry training advisory bodies industry associations/employer bodies trade unions professional associations universities research agencies regulatory/licensing authorities subject or technical specialists/experts previous clients people working in the roles targeted by training government agencies and departments, including: OHS authorities Department of Education, Science and Training (DEST) Department of Immigration and Multicultural and Indigenous Affairs (DIMIA) |
Qualification requirementsmay include: | relevant Training Package qualification or packaging rules AQF guidelines for qualifications, including: key features of each qualification guidelines for each qualification title national guidelines on cross-sector linkages issuing a qualification Australian Quality Training Framework (AQTF) Standards for State/Territory Registering/Course Accrediting Bodies levels and aspects of communication of the National Reporting System (NRS) |
Industry or organisation documentationmay include: | workplace policies and procedures internal competency specifications existing training or learner support materials existing course information/curriculum industry codes of practice, guidance notes and other industry information on hazard and risk control business and risk management strategies job descriptions case studies regulatory requirements related to the job, including licensing outcomes of organisational training needs analyses documented research relating to potential content contextualisation rules of relevant endorsed industry Training Package/s relevant Training Package noted support materials |
Options for designmay include: | a learning framework that addresses each unit of competency separately unit by unit within the qualification a learning framework that is based on clustering units into meaningful combinations to create an integrated learning framework for the qualification a learning framework-based on building from less complex to more complex tasks/skills/knowledge learning objectives/outcomes a learning framework designed around work structures, work organisation and work activities project-based learning models a learning framework built around synthesising knowledge and skill requirements across the qualification an articulated approach combinations of the above |
Appropriate learning theoriesmay include: | behaviourist social learning discovery learning cognitive learning theory constructivist |
situational humanistic action science applied learning models |
Instructional design principlesmay include: | presenting material in a logical order and sequence presenting material in order of increasing difficulty opportunities for review of material and repetition the need for learner activity and interactivity inclusion of a variety of approaches and techniques for presenting information and activities and for encouraging participation by learning structuring the information effectively application of adult learning principles |
Content headingsmay separate learning into: | topics subjects modules units knowledge components technical skill sets work activities the development of specific English language, literacy and numeracy skills generic skills |
Operating constraintsmay include: | budget timelines availability of support materials nominal hours human and physical resourcing requirements occupational health and safety (OHS) requirements |
Genericoutcomes may include: | spoken and written communication team work numeracy problem solving planning and organising work use of technology self-management initiative and enterprise how to learn OHS |
Pathwaysmay include: | entry and exit prerequisites/co-requisites access and equity RPL/RCC arrangements credit transfer arrangements articulation with other qualifications |
Appropriate delivery strategiesmay include: | the focus of delivery, for example: groups of varying sizes groups from single context/from multiple contexts groups of similar educational/competency levels/groups with divergent educational/competency backgrounds individuals the context of delivery, for example: in the workplace in a simulated work environments in the training room/classroom in specialist environments - e.g. laboratory, computer room through the Internet at home in a community setting the mode of delivery, for example: face-to-face technology-based - electronic/computer-based/ online/audiovisual experiential distance resource-based blended delivery methods, including: lock step/learner-paced/mixed interactive/participative/collaborative trainer/facilitator-centred/learner-centred time and place dependent/independent demonstration instruction presentations guided facilitation learning activity-based guided work-based activities/applications/experiences tutoring project-based individual facilitation techniques - coaching/ mentoring blended delivery methods |
Appropriate assessment strategiesmay include: | the identification and interpretation of competency standards/other criteria for assessment and for validation application of Training Packages Assessment Guidelines arrangements for recognition of existing competency (RCC/RPL), including provision of guidance and assistance to candidates in gathering and evaluating evidence determination of assessment methods for identified competency standards selection of assessment tools for identified competency standards organisational arrangements for assessment, including physical and human resources, roles and responsibilities and partnership arrangements, where relevant nominated quality assurance mechanisms identified risk management strategies |
Operational requirementsmay include: | infrastructure including facilities, plant/equipment staffing requirements including number of full-time, part-time and sessional trainers/facilitators other staffing needs including technical support, specialist and administrative personnel copy/ies of relevant Training Package/s learning resources reference lists |
Relevant criteriamay include: | Training Package requirements accreditation requirements curriculum design OHS implications for delivering the learning strategy |
Measuresmay include: | learner/participant feedback feedback from clients and industry bodies enrolments completion rates Statements of Attainment, competencies achieved, qualifications awarded |
return business development of language, literacy and numeracy skills as measured by the National Reporting System (NRS) |