Course Content
Topic outline
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This unit describes the skills and knowledge required to conduct individual and small group work skill instruction using existing support materials and demonstration of work skills as a training strategy; and assess the success of training and one’s own training performance. It focuses on the training being driven by the work process and context.
The unit applies to a person working under supervision as a work skill instructor in a wide range of settings not restricted to training organisations.
The full text of the units can be viewed at www.training.gov.au -
◻️ Instructions and notes:
This Chapter is for completion by the Student—it is compose of Self Study Guide with 4 chapters, Quiz , Activity, Learner guide and Power Point Presentation. Assessors should progressively answer all the quizzes and activities are undertaken.
Self Study Guide
★ Chapter 1: Organise instruction and demonstration.
★ Chapter 2: Conduct instruction and demonstration.
★ Chapter 3: Check training performance.
★ Chapter 4: Review training performance
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★ The Quiz is comprised of five ( 5 ) questions. Student must attempt all the questions. Student must complete the task independently.
★ The First Activity will require you to discuss with your classmates the process for confirming a safe learning environment including implementing measures to ensure physical safety.
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★ The Quiz is comprised of five ( 5 ) questions. Student must attempt all the questions. Student must complete the task independently.
★ The Second Activity will require you to discuss with your classmates aspects of conducting instruction and demonstration in education and vocational training and create a report.
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★ The Quiz is comprised of five ( 5 ) questions. Student must attempt all the questions. Student must complete the task independently.
★ The Third Activity will required you to discuss with your classmates the ways to prepare a structured plan that outlines the sequence of activities and objectives.
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★ The Quiz is comprised of five ( 5 ) questions. Student must attempt all the questions. Student must complete the task independently.
★ The Fourth Activity will require you to brainstorm with your classmates regarding effective ways to review training performance.
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★ This guide introduces the importance of Work skill instruction in vocational education is crucial for equipping students with the practical skills and knowledge needed to succeed in specific industries or occupations. It involves a combination of theoretical and hands-on learning experiences, delivered by qualified instructors with industry expertise.
★ The key components of work skill instruction include curriculum development, theoretical instruction, hands-on training, industry-relevant equipment, soft skills development, and assessment and evaluation. The benefits of providing work skill instruction include enhanced employability, industry alignment, practical application, and career advancement opportunities. Overall, work skill instruction ensures that vocational education graduates are well-prepared for the demands of the job market and have the necessary skills to excel in their chosen fields.
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★ This PowerPoint Presentation introduces the importance of organising instruction and demonstration in vocational education. It outlines the learning objectives and emphasiszes the need for thorough preparations, including the availability of resources and materials required for the session.
★ This Powerpoint presentation has six ( 6 ) chapters :
• Gather information about learner characteristics and learning needs
• Confirm a safe learning environment
• Prepare simple session plan for work skill instruction and demonstration objectives• Access and review support materials for their suitability and relevance
• Organise access to physical support material required for instruction and demonstration
• Notify learners of planned work skill instruction
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Assessment Plan
To demonstrate competence in this unit, the student must be assessed as satisfactory in each of the following assessment tasks.
Evidence recorded
Evidence Type/ Method of assessment
Unit Assessment Task 1
Unit Knowledge Test (UKT)
Unit Assessment Task 2
Unit Project
Resubmissions and reattempts:
• Where a student’s answers are deemed not satisfactory after the first attempt, a resubmission attempt will be allowed.
• Student may speak to their Trainer/Assessor if the student has any difficulty in completing this task and requires a reasonable adjustment (e.g., can be given as an oral assessment).
• For more information, please refer to the RTO Student Handbook.
Location:
• This assessment task may be completed in (tick the relevant box):
☐ Learning Management System
☐ Classroom
☐ Simulated learning environment
☐ Workplace
Other: ____________________________________
• Trainer/Assessor will provide the student with further information regarding the location for completing this assessment task.
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Assessment task instructions
❇ The Unit Knowledge Test is comprised of nine (9) written questions.
❇ Student must attempt all the questions.
❇ Student must complete the task independently.
❇ Instructions/Guidelines such as word-limit, what is expected from the student, example answer etc. have been provided to each question.Instructions for Trainers/Assessors:
❇ The following forms the basis of specific evidence that you need to collect from students for assessment in this assessment task.
❇ The task and specific assessment requirements that are provided to students are also outlined.
❇ Refer to all the red, bold, and italic text for a guide to suggested answers for assessments and for instructions on how to use the assessment tools.
❇ Ensure all outlined conditions of assessment requirements are met.
❇ For each assessment task a Unit Assessment Result Sheet (UARS) form is to be completed. This is located at the end of each assessment task.
❇ This Unit Assessment Result Sheet (UARS) allows the Trainer/Assessor to record the following items correctly:
✤ Outcome of the assessment task as either Satisfactory (S) or Not Satisfactory (NS).
✤ Feedback to candidate
✤ Student declaration
✤ Trainer/Assessor declaration
❇ The Trainer/Assessor and the student must sign the Unit Assessment Result Sheet (UARS) to show that the student was provided with the task outcome.
❇ Once all assessment tasks allocated to this Unit of Competency have been undertaken, an Assessment plan is to be completed to record the unit outcome. The outcome will be either Competent (C) or Not Yet Competent (NYC).
❇ The “Assessment Plan” is available with the Unit Assessment Pack (UAP) – Cover Sheet.
❇ Each “Assessment Plan” should be referred to note the Unit Assessment Result Sheet (UARS) outcome as Satisfactory (S) or Not Satisfactory (NS), and this information then transferred to the final result in the “Assessment Plan” as Competent (C) or Not Yet Competent (NYC).
❇ If all assessment tasks are deemed Satisfactory (S), then the unit outcome is Competent (C).
If at least one of the assessment tasks is deemed Not Satisfactory (NS), then the unit outcome is Not Yet Competent (NYC). -
❇ The student is required to complete four activities.Assessment task instructions
❇ Activity 1: Meet with learners role-play❇ Activity 2: Prepare for work skill instruction sessions❇ Activity 3: Conduct work skill instruction sessions❇ Activity 4: Identify areas for improvement❇ Activities one, two and three are timed.❇ Student must complete all the activities of this assessment task.❇ Students are to conduct individual and small group work skill instruction using existing support materials and demonstration of work skills as a training strategy.❇ Students must assess the success of training and their own training performance.❇ Instructions for Trainers/Assessors:
✤ The following forms are the basis of specific evidence that you need to collect from students for assessment in this assessment task.
✤ The task and specific assessment requirements that are provided to students are also outlined.
✤ Refer to all the red, bold, and italic text for a guide to suggested answers for assessments and also for instructions on how to use the assessment tools.
✤ Ensure all outlined conditions of assessment requirements are met.
✤ For each assessment task a Unit Assessment Result Sheet (UARS) form is to be completed. This is located at the end of each assessment task.
✤ This Unit Assessment Result Sheet (UARS) allows the Trainer/Assessor to record the following items correctly:
⚛ Outcome of the assessment task as either Satisfactory (S) or Not Satisfactory (NS).
⚛ Feedback to candidate
⚛ Student declaration
⚛ Trainer/Assessor declaration
❇ The Trainer/Assessor and the student must sign the Unit Assessment Result Sheet (UARS) to show that the student was provided with the task outcome.
❇ The mapping document should be referred to identify what aspects of the Unit of Competency are being addressed by each assessment task.
❇ Once all assessment tasks allocated to this Unit of Competency have been undertaken, an Assessment plan is to be completed to record the unit outcome. The outcome will be either Competent (C) or Not Yet Competent (NYC).
❇ The “Assessment Plan” is available with the Unit Assessment Pack (UAP) – Cover Sheet.
❇ Each “Assessment Plan” should be referred to note the Unit Assessment Result Sheet (UARS) outcome as Satisfactory (S) or Not Satisfactory (NS), and this information then transferred to the final result in the “Assessment Plan” as Competent (C) or Not Yet Competent (NYC).
❇ If all assessment tasks are deemed Satisfactory (S), then the unit outcome is Competent (C).
❇ If at least one of the assessment tasks is deemed Not Satisfactory (NS), then the unit outcome is Not Yet Competent (NYC).
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Important instructions
➤ Please tell us about your training. Your feedback plays an important role in developing the quality of your education. In this questionnaire, the term ‘training’ refers to learning experiences with your training organisation. The term ‘trainer’ refers to trainers, teachers, lecturers or instructors from your training organisation.
➤ Provide one response to each item on the form. Place a clear ‘●’ inside each box. Leave the box blank if the statement does not apply. If you want to change your answer, fill in the entire box and mark the correct box with an ‘●’.
Click Here to access Learner Questionnaire
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