82867527305The Preston School of Driving
82867527305The Preston School of Driving
00The Preston School of Driving
650875-37465000 FILENAME * MERGEFORMAT TAEDEL301 Delivery Plan 1
Three Point Turn
64135052641500
Intelligent Training Solutions Pty Ltd
Riddells Creek, Victoria 3431
Australia
Tel:03 9351 1068
www.its.vic.edu.au
Issue date: August 2013
Copyright: Intelligent Training Solutions Pty Ltd
Delivery and Assessment Schedule | Group Based TrainingThree Point Turn
Duration 45 minutes Version Date: 2013.1
Training Session Information
Unit Descriptor
To train learner drivers how to successfully complete a 3 point turn safely according to the road rules and Drive Test Criteria.
Industry of the Job/Work Skill
Transport and Logistics
Description of the Job/Work Skill
To perform a Three Point Turn on a narrow road that requires a three movements to able to turn a vehicle in the opposite direction
Attendance policy:
100%
Personal study commitment:
3 hours
Target Learners:
Learner Permit Drivers, Overseas Licence Holders, Licenced lacking confidence
Learning Resources The resources listed below need to be provided to the participants FREE of charge.
Road Safety Rules 2009
Vicroads / RMS / Access Canberra / DPTI Website
Three Point Turn YouTube video
Physical Resources
Dual Controlled Training Vehicle
Drive Test Criteria
Suitable road for conducting 3 point turns safely.
Laptop / smart phone / ipad
Student Resources
Learner Permit / Licence
Appropriate clothing and footwear
Pen and notepad
Assessment
Driving School Practice Test
Driver Licence Assessment
OHS Considerations
Clean and roadworthy vehicle
Appropriate road free of constant traffic and suitable to conduct training 3 point turns
Learner driver in appropriate physical and mental condition
Unit Objectives: Learning Outcomes
For the student to be able to safely, legally, confidently and to Drive Test Criteria, perform a three point turn when required.
Delivery Methods
Face to Face in Vehicle
Trainer(s) / Facilitator(s)
Learning Environment
On road in various locations
Title of PowerPoint Presentation (If developed): N/A
NOTE: Learner may experience already in three point turns
General Trainers Notes:
Before lesson trainer to check for: Learner Permit, Payment, Medical Condition, Suitable on road location allowing weather, visibility etc. etc.
DurationDetailsSession 1
Trainer-led Delivery
(45 min)
Time Guide: 6.00pm to 6.05pm
Housekeeping
Welcome students
Identify any potential hazards
Identify emergency procedures
Inform participants on rest and meal break times
Ask students to turn off (or out on slight) all mobile phones / iPods etc
Provide overview of session
Prompt students for questions and answer any questions raised
Ask students to explain their experiences with this topic
Time Guide: 06.05pm to 6.30pm
Trainer(s) should follow this documented to ensure the sequence of learning is being followed:
The following topics are to be covered:
Demonstrate How to correctly and safely perform a three point turn> 3m
Explain- the how, what and why. What a three point turn. When a three point may be used in real life and as part of the Vicroads. How to perform a three point turn for a drive test. Explain the safety benefit: of correct observation skills and car handling for three point turns. The legal benefit of correct three point turns so not to break the law. Drive Test Benefit: Explain the drive test criteria 5m
Demonstrate slowly: 5m
1. Check Centre and left mirrors for passing traffic.
2. Signal left
3. Brake gently and (if required left headcheck) pull over parallel to the curb within 30 cm in a legal position.
4. Check centre right mirror
5. Right signal 5 seconds
6. Head check Checking blind spot
7. When Safe -Slowly move forward quickly turning right all the way driving across the road to the other side or into the mouth of a driveway.
8. As they approach the gutter or driveway turn at least one turn the left and stop the vehicle
9. Select reverse
10. Observe Left and right down the road and then they must look out the back window immediately before moving off
11. Quickly turn left whilst slowly moving the car across the road in reverse
12 Gently stop the vehicle as it reaches the curb.
13. Select drive or 1st gear
14. Check centre and right mirror
15. Signal right
16. Check left and right up and down the road
17. Quickly turn right and when safe slowly pull across to the other side of the road correctly and driving off.
Imitate Ask student to imitate the steps listed above asking open questions checking for understanding- 3m
Coaching -20m Using open questions I will ask the student to perform a three point turn until they can do it safely and confidently according to Vicroads Drive Test Criteria on their own meeting the criteria from above
Test: Ask student to perform three point on their own. Without my assistance
Time Guide: 6.30pm to 6.40pm
During the conclusion, the trainer should summarise the main points of information presented. This is also a great opportunity to prompt participants for any questions they may have. Trainers to answer any questions student have. Trainers should also refer students to the personal study requirements of this session.
Trainer to provide verbal feedback to the class. Any participant that requires additional / more detailed feedback should be ask to remain behind or to make an appointment to see the trainer.
Trainer to thank participants for this time and effort during this session.
Personal Self-paced Study
(XX hours) 3 hours student to make sure they practice with family correctly
Student Assessment
(Self-Paced Study)
As above
Support
Support
Support will be provided via Skype (Live Video Conferencing - Recommended), emails, telephone conference or by appointment (Face to Face)
ITS staff must be available to all students via the methods mentioned in dot point one for assistance in clarifying information, learning materials questions on an assessment tools or referring students to additional reading tasks to improve skills or knowledge.
Any questions that arise from student support will be documented and shared with the remaining class to ensure that each student receives the same information.
371475100330Preston Driving School
00Preston Driving School
650875-37465000 FILENAME * MERGEFORMAT TAEDEL301 Delivery Plan 2
Labe Change
64135052641500
Intelligent Training Solutions Pty Ltd
Riddells Creek, Victoria 3431
Australia
Tel:03 9351 1068
www.its.vic.edu.au
Issue date: August 2013
Copyright: Intelligent Training Solutions Pty Ltd
Delivery and Assessment Schedule | Group Based TrainingLane Change / Head Check / Blind Spot
Duration 45 minutes Version Date: 2013.1
Training Session Information
Unit Descriptor
To be able to teach a learner or licenced driver how to change lanes safely using a head check.
Industry of the Job/Work Skill
Transport and Logistics
Description of the Job/Work Skill
To change lanes safely using mirrors and signals and a head check making sure there are no vehicles in the blind spot.
Attendance policy:
100% Attendance
Personal study commitment:
8 hrs
Target Learners:
General Public- including L Platers with different experience as well as licenced drivers from overseas as well as locally.
Special Needs or LLN Requirements
Students may have different English ability or cultural needs. Trainer will conduct short interview before first lesson. Trainer and student may organise a family member or friend to interpret. Any cultural needs will be identified and handled as best possible. Any health concerns will be discussed with client and remedied before first lesson. External expertise may be organised if required.
Learning Resources The resources listed below need to be provided to the participants FREE of charge.
How to do a head check video- www.lanechange .com.au
Lane Change information sheet Camerons Driving School
Drive Test Criteria
Physical Resources
1x Dual Controlled Training Vehicle
Suitable roads where students can adequately practice lane changing / Multi lane road
iPad / Tablet with Presentation
Safety Vests for Trainer and Student for road side demonstration
Student Resources
If under 21- Log Book
Road to Solo Driving / Student Log BookLearner Permit / LicenceSuitable footwear & clothing
Assessment
Non Formal Assessment Driving lessons
Formal Assessment Drive Test
OHS Considerations
Roadworthy Dual Controlled Vehicle
Vehicle to be registered and have current insurance
Suitable multi lane roads with traffic conditions suitable to clients experience
Ensure client has valid learner or licence
Unit Objectives: Learning Outcomes
By the end of the lesson the student shall be able to change lanes safely according to Drive Test Criteria on any road in all traffic and weather conditions.
Delivery Methods
In vehicle- Face to Face On road
Learning Environment
Face to face- one on one / small group training sessions / In vehicle on road.
Title of PowerPoint Presentation (If developed): No Presentation
NOTE: Check with client that they are ready to learn how to change lanes.
General Trainers Notes:
Consider appropriate local roads
DurationDetailsSession 1
Trainer-led Delivery
(45 minutes)
Time Guide: 6.00pm to 6.05pm
Housekeeping
Welcome students
Identify any potential hazards
Identify emergency procedures
Inform participants on rest and meal break times
Ask students to turn off (or out on slight) all mobile phones / iPods etc
Provide overview of session
Prompt students for questions and answer any questions raised
Ask students to explain their experiences with this topic
Time Guide: 06.05pm to 6.30pm
Trainer(s) should follow this documented to ensure the sequence of learning is being followed:
The following topics are to be covered:
Demonstate How to correctly change lanes (make sure it is legal / safe (and according to Vicroads criteria 3m
Explain: What is a lane change and headcheck and blindspot
What is the safety reason for changing lanes safely
What is the legal reasons for changing lanes safely
What is the Drive Test reasons for changing lanes safely 5m
Demonstrate Slowly:
1. Check Mirrors (Centre and side) Looking for any vehicles behind or approaching quickly that we may have to give way to.
2. Signal appropriate direction (at least three seconds)
3. Head check (chin to shoulder) in appropriate direction- checking for vehicle in Blind spot
4. Look forward to check lane position
5. Smoothly change lanes when safe.
6. Whilst changing lanes check side mirrors again for any vehicle that may still be approaching dangerously.
7. Cancel signal when vehicle fully in lane or earlier to avoid dangerous situation > - 5m
Imitate I will ask student to imitate each of the above steps on the side of the road in a stationary vehicle. I will ask the student to explain each step as they imitate so I can check that they understand what I have taught them. I will ask them to imitate several times to show me that they have a good understanding of how to change lanes. - 5m
Coach Using effective questions I will ask the student to change lanes safely , giving assistance when required and reminding student of prior learning, I will ask students to commentate their way through many lane changes until they can do it safely by themselves.-10m
Test- I will ask student to do lane changes without my help. 5m
Time Guide: 6.30pm to 6.40pm
During the conclusion, the trainer should summarise the main points of information presented. This is also a great opportunity to prompt participants for any questions they may have. Trainers to answer any questions student have. Trainers should also refer students to the personal study requirements of this session.
Trainer to provide verbal feedback to the class. Any participant that requires additional / more detailed feedback should be ask to remain behind or to make an appointment to see the trainer.
Trainer to thank participants for this time and effort during this session.
Personal Self-paced Study
(8 hours) Student is to continually practice lane changing using head checks every time they drive to form correct habits
Student Assessment
(Self-Paced Study)
Vicroads Drive Test
Support
Support
Support will be provided via Skype (Live Video Conferencing - Recommended), emails, telephone conference or by appointment (Face to Face)
ITS staff must be available to all students via the methods mentioned in dot point one for assistance in clarifying information, learning materials questions on an assessment tools or referring students to additional reading tasks to improve skills or knowledge.
Any questions that arise from student support will be documented and shared with the remaining class to ensure that each student receives the same information.
4320540-7937500-731520-70294500
STUDENT ASSESSMENT
TOOL
TAEDEL301
Provide work skill instruction
Version: 2019.1
Warning Uncontrolled when printed! The current version of this document is kept on the RTO servers
ASSESSMENT COVER SHEET and PRELIMINARY RESULT SHEET
Student Name: Student ID No: Student Mobile Number: This document contains evidence for the following unit:
Unit Code: TAEDEL301
Unit Title: Provide work skill instruction
Please attach the following documentation to this form Result
S = Satisfactory
NS = Not Satisfactory
NA = Not Assessed
Assessment Task 1 Written Assessment S | NS | NA
Assessment Task 2 Three training sessions delivered and observed S | NS | NA
FINAL Assessment Result for this unit Competent
Not Yet Competent
* Achieved satisfactory completion for all theory and practical assessments.
ADDITIONAL ASSESSOR COMMENTS TO STUDENT
(In addition to any feedback provided on the assessment task sheets)
STUDENT TO COMPLETE
Student Comments
Please provide us with any additional information you would like your assessor to know prior to making an assessment decision. This section is not intended for course or assessment feedback. A student evaluation form will be sent to you shortly. This will provide you with the opportunity to provide us with feedback
DECLARATIONS
LEARNER DECLARATION
I declare that the information contained in this assessment summary is accurate and is a true reflection of the assessment task I have undertaken.
I declare that no part of the assessment tasks completed by me has been copied from another persons work with the exception to any listed references or documents or group work as allowed by this assessment; hence, I understand that work completed towards this assessment must be verifiably my own.
I declare that no part of the assessment tasks, apart from any assessor sections, has been written for me by another person.
I understand that I will be given feedback verbally or in written within 14 days from my final submission.
I understand that I will be informed of the assessment result and the reasons for the decision.
I am aware of my appeal rights regarding the assessment appeals policy and understand that the appeals policy is publicly available on the RTO website or via my student handbook.
46373116127800
Learner Name Learner Signature Date
ASSESSOR DECLARATION
I, the person conducting the assessment, declare that the above-mentioned learner participated in an appropriate assessment in accordance with the assessment plan, and outcomes and objectives of the unit of competency. The information recorded above is a true reflection of this learners assessment. The learner has been provided with verbal or written feedback and informed of the assessment result and the reasons for the decision. I have conducted a fair, valid, reliable and flexible assessment with this student.
46439725492600
Assessor Name Assessor Signature Date
*Attach a copy of the completed checklists.
ADMINISTRATION OFFICE TO COMPLETE
Entered onto Wise.Net Student Management Database ____ / ____ / ________
Date Initials
STUDENT ASSESSMENT TASK 1 - WRITTEN ASSESSMENT
STUDENT INFORMATION
GENERAL INSTRUCTION
Your assessor will decide with you whether you will complete the theory assessment in an oral or written format.
If you complete the assessment orally, your assessor will record your answers for you using a suitable method at an appropriate time, prior to attempting the practical assessment. You are required to sign-off on the recorded answers to indicate that they have accurately captured your response.
If you undertake a written assessment, you must write your own answers using the assessment tool provided.
This task is to be completed and submitted independently.
This assessment is to be completed using the printed copy supplied to you in your course folder or by downloading the Microsoft Word (.docx) version of this document. To download the electronic version, simply click on the TAEDEL301 | Student Assessment Task 1 link on the student portal.
If you intend to download this document, you can choice to print it and hand write your answers in the space provided OR type your answer directly into this document. Please note that the Microsoft Word versions of this assessment task are secured, therefore, to alter or save your changes, you will need to save your work using a new file name.
For this assessment task we recommend using the filename: TAEDEL301_ASSTASK1_YOURNAME
Before submitting this assessment for marking, please ensure that you convert (or scan) your document into a PDF format and submit your individual assessment task via the links provided on your portal.
If you require assistance converting your document into a .pdf format, visit the Student Administration and Forms section of our website and search for the document How to submit your assessment
LINK: https://www.its.vic.edu.au/student-administration/
ASSESSMENT ENVIRONMENT
If you are a part-time or blended delivery student, you are to complete this assessment task in your personal study time. If you are a full-time student, you will have allocated class time as indicated on your course timetable to complete this assessment.
To ensure the best outcome, it is suggested that this assessment task be completed in a reasonably quite room such as a classroom.
CONDITIONS OF ASSESSMENT
You will be allowed to review the questions within your assessment prior to starting.
During this time, you can ask the assessor about any questions in the assessment that you do not understand.
For our blended delivery students, when you are ready to commence with this assessment, you must contact the student support team via telephone, email or via the messaging service available to you on the Student Portal and let them know that you are ready to start. This will enable our student support team to keep an eye on your progress throughout the assessment.For our full-time students, this assessment task will be commenced in class. You must attempt all the questions. It is expected that you will only require 60 minutes in which to answer all the question in this assessment task. If you cannot complete the assessment in the stated time, you may take additional time at the discretion of the assessor.
NOTE: If you are a blended delivery student, your assessor will contact you approximately 60 minutes after commencing the assessment if they have not received a file submission from you.
All questions must be answered without any assistance. You can use course references, books or course notes. This will be an open book written assessment meaning that you can use the learning materials found within your student portal.
If you intend to complete these questions handwritten, you must PRINT clearly and use a black or blue pen. Assessment written in pencil will be rejected as they do not scan to our systems well.
Do not cheat or plagiarise the work of others. Our assessors will need to ensure the authenticity of your evidence prior to entering a result. Anyone caught cheating will automatically be marked NYC (Not Yet Competent) for this unit. There are NO EXCEPTIONS to this rule.
When you have uploaded your assessment task, the student portal will notify your assessor. Remember, all file submissions must be in PDF format.
Your assessor will have 14 days in which to check your answers and provide you with feedback.
NOTE: This assessment task is due at the end of the session for this unit, refer to your course timetable or program schedule for the end date of this unit!
REQUIRED EVIDENCE TO DEMONSTRATE COMPETENCE
To successfully complete this assessment task, you will need to get 100% of the answers correct on your written assessment.
You will be assessed on your ability to demonstrate knowledge of:
Learner characteristics and needs
The content and requirements of relevant learning programs through a delivery plan
Identifying relevant and available resources for learning and sources of information for learning materials
Training techniques that enhance learning and when to use them
Key workplace OHS / WHS issues in the learning environment.
Once you have uploaded (submitted) your completed assessment, your student portal will automatically notify your assessor of your submission. Your assessor will then have 14 days in which to check your answers and provide you with feedback. If your assessor identifies any incorrect answers within your assessment, you will be given an opportunity to re-submit your work.
PLEASE NOTE: You will only be given one opportunity to re-submit your work. ALL re-submissions must be uploaded within 7 DAYS of receiving feedback. If on your second attempt your work remains incorrect you will be deemed Not Yet Competent (NYC) and will need to re-enrol into this unit.
Once you have satisfactorily completed this assessment, it will be attached to your portfolio as part of evidence requirements for this unit.
OPTIONAL | PRIORITY MARKING
If you are in a rush to receive feedback on your assessment submission or to have your results entered into the system you may elect to engage our Priority Marking Service. THIS IS NOT A FREE SERVICE.
Priority marking will cost you $45 and guarantees your assessment is checked, corrected and feedback provided to you within 24 hours of receiving payment. (excluding Saturdays and Sundays)
This service is not compulsory or necessary. The standard wait time for assessment feedback is approximately 14 days which is 30 days better than the industry standard.
HOW WE INTEND TO CHECK YOUR AUTHENTICITY
As part of the marking process, your assessor will evaluate the authenticity of your work. The authenticity of a students works is assessed in the following ways:
FULL-TIME STUDENTS:
Direct Observation If this assessment task is completed in class, your assessor will be able to visually establish if you are completing your own work.
BLENDED DELIVERY STUDENTS:
Direct communication Your assessor will identify patterns in your communication behaviours such as whether you sought confirmation of the assessment task prior to attempting the questions or whether your sought clarification of questions throughout the assessment task
IP Address Your assessor will view your student portal logs to see what IP addresses are used during the time of completing your training and assessment tasks. Like always, certain patterns in IP addresses emerge with blended delivery students. Using these public IP addresses we can determine what device your completed the assessment task on, in which location (region, city and town) the assessment task was completed in. NOTE: IP Addresses to do provide any personal information about you, every computer, phone, iPad or tablet in the world has an IP address!
Student Authenticity Statement You will be required to tick and sign the authenticity statement found within each assessment task.
NOTE: If your assessor is not satisfied with the authenticity of your evidence (submitted work), you may be required to come in for an interview were your assessor will verbally assess your knowledge on the subject matter.
THIS ASSESSMENT SITS WITHIN THE LEVEL 4 AQF CRITERIA
This assessment sits within the AQF Level 4 criteria (Certificate IV). At this level, you will be required to demonstrate theoretical and practical knowledge and skills for specialised and/or skilled work and/or further learning.
To be deemed competent in this unit you will need to demonstrate that you have a broad factual, technical and some theoretical knowledge of this subject matter. You will need to demonstrate that you have a broad range of cognitive, technical and communication skills to select and apply a range of methods, tools, materials and information to complete the requirements of this assessment task.
At this level, you will need to apply your knowledge and skills to demonstrate autonomy, judgement and limited responsibility in known and changing contexts and within established parameters.
STUDENT ASSESSMENT TASK 1
WRITTEN PROJECT
Student Name: Student ID No. Student Mobile Number: IMPORTANT!
Answer the following questions with respect to your proposed job role. For example:
If you are planning on teaching/instructing learner drivers in heavy vehicles, your answers should be targeted towards the heavy vehicle driver training industry.
If you are planning on teaching/instructing learner drivers in passenger vehicles, your answers should be targeted towards the car driving instruction industry.
ORGANISING INSTRUCTION AND DEMONSTRATION
QUESTIONS ON LEARNER CHARACTERISTICS AND NEEDS
Identify two ways in which you could gather information about your leaners characteristics and learning needs? STATEMENT: When dealing with the public, you will be exposed to a wide range of different learners, each with their own preferred learning styles, characteristics and special needs.
What would be classified as a special need. List a minimum of two special needs and explain why they are considered a special need.
Based on your responses from Q2, select one special need and explain how you can accommodate/support that special need within your training? List key information you require from a learner driver before starting your first training session? What are the safety benefits of conducting a pre drive interview with students? QUESTIONS ON A SAFE LEARNING ENVIRONMENT
Prior to any practical training day, what inspection should you undertake to ensure a safe learning environment and why?
SCENARIO: Imagine you are delivering driver training on a worksite within your organisation.
List three different ways in which you could identify any OHS/WHS issues within the workplace prior to your training sessions. QUESTIONS ON USING INTERPERSONAL SKILLS WITH LEARNERS TO ESTABLISH A SAFE AND COMFORTABLE LEARNING ENVIRONMENT
What type of key characteristics would you expect a workplace mentor to have? What type of key characteristics would you expect a workplace coach to have?
As a driver trainer/instructor, what interpersonal skills will you need to demonstrate to establish a safe and comfortable learning environment? List a minimum of four skills QUESTIONS ON CONTENT AND REQUIREMENTS OF THE RELEVANT LEARNING PROGRAM, AND/OR THE DELIVERY PLAN
IMPORTANT! You will be required to review the two delivery plans available for download on your student portal before answering the next few questions.
Answer the following questions:
In your own words, explain the following.
According to your delivery plans, what is the main objective of the training session? Delivery Plan 1:
Delivery Plan 2:
In your own words, explain the following.
According to your delivery plans, what equipment is required? Delivery Plan 1:
Delivery Plan 2:
In your own words, explain the following.
According to your delivery plans, what time has been allocated for each training session? Delivery Plan 1:
Delivery Plan 2:
QUESTIONS ON THE CONTENT OF RELEVANT LEARNING RESOURCES AND LEARNING MATERIALS
Describe the difference between learning materials and learning resources. As a driving instructor who is teaching a learner to reverse park, what type of learning resources you could use in your training sessions. As a driving instructor who is teaching a learner to reverse park, what type of learning materials you could use in your sessions.
As a driver trainer/instructor teach a learner to drive on our roads, what type of learning materials and learning resources might you use. List a minimum of two learning materials and resources. QUESTIONS ON ACCESSING AND REVIEWING LEARNING RESOURCES AND LEARNING MATERIALS FOR SUITABILITY AND RELEVANCE.
As a driver trainer/instructor, who in your organisation or industry could you check with to ensure that your learning materials are relevant for your intended use and fit for purpose? As a driver trainer/instructor working within the driver training industry, list the relevant websites that could provide you with relevant training materials or resources.
QUESTIONS ON TRAINING TECHNIQUES THAT ENHANCE LEARNING, AND WHEN TO USE THEM
In your own words, list four training techniques that you could use to demonstrate a work skill/task to a student learner. In your own words, list four training techniques that you could use to structure, pace and enhance a student learning. QUESTIONS ON INTRODUCTORY KNOWLEDGE OF LEARNING PRINCIPLES AND LEARNING STYLES
Using dot points, describe the principles of adult learning?
Using the boxes provided below, in your own words describe the following learning styles: Auditory:
Visual:
Kinaesthetic:
In your own words describe the term Global Learners and Analytical Learners Global Learners:
Analytical Learners:
KEY WORKPLACE OHS / WHS ISSUES IN THE LEARNING ENVIRONMENT
QUESTIONS ON ROLES AND RESPONSIBILITIES OF KEY PERSONNEL
As a driver trainer/instructor, what are your roles and responsibilities relating to OHS / WHS whilst training staff or learner students?
Minimum 50 words QUESTIONS ON RESPONSIBILITIES OF LEARNERS
STATEMENT: At the start of every course or new training session, you would induct new students into the learning environment and into your course.
In your own words, explain what roles and responsibilities does a student learner have in your learning environment with regard to OHS / WHS. QUESTIONS ON RELEVANT POLICIES AND PROCEDURES, INCLUDING HAZARD IDENTIFICATION, RISK ASSESSMENT REPORTING REQUIREMENTS, SAFE USE OF EQUIPMENT AND EMERGENCY PROCEDURES
As an employee for a driver training organisation, list three ways in which you could identify any OHS / WHS issues within your learning environment.
As an employee of a driver training organisation, how can you personally monitor any OHS / WHS issues you identified in a previous inspection to ensure that your course participants (student learners) to not endanger themselves or others? QUESTIONS ON RISK CONTROLS FOR THE SPECIFIC LEARNING ENVIRONMENT
STATEMENT: As a driver trainer/instructor, our learning environment is largely based in a vehicle, whether it be a heavy vehicle or a passenger vehicle.
In your own words, explain the importance of conducting regular vehicle inspections with regard to maintaining a safe learning environment? In your own words, list a benefit of conducting multiple daily vehicle inspections, compared to a one-off inspection at the start or end of each training day?
CONDUCTING INSTRUCTIONS AND DEMONSTRATIONS
QUESTIONS ON COACHING TECHNIQUES TO ASSIST LEARNERS
Explain the acronym DEDICT? D
E
D
I
C
T -
Explain the acronym EDIP? E
D
I
P -
What is the benefit of using either DEDICT or EDIP?
In your own words explain the importance of the demonstrate portions of the DEDICT and EDIP models. In your own words explain the importance of the explain portions of the DEDICT and EDIP models. QUESTIONS ON COMMUNICATION SKILLS TO PROVIDE INFORMATION, INSTRUCT LEARNERS AND DEMONSTRATE RELEVANT WORK SKILLS
What is the importance of tone and body language within a training environment? List what is best practice body language and vocal tone?
QUESTIONS ON DISCUSSING FEEDBACK OF LEARNERS TO SUPPORT LEARNING
Identify best practice feedback methods. CRC is a recognised feedback method. Identify what CRC stands for and briefly explain the strength and weakness of CRC. CHECKING TRAINING PERFORMANCE
QUESTIONS ON REVIEWING THE RELATIONSHIP BETWEEN TRAINER/COACH AND THE LEARNER, AND ADJUST TECHNIQUE TO SUIT LEARNER NEEDS
What measures could you use to ensure your learners are acquiring new skills in your programs?
List three (3) different ways in which you could notify your learners of the details regarding the implementation of the learning program and/or delivery plan REVIEWING PERSONAL TRAINING PERFORMANCE
QUESTIONS ON REFLECTING ON PERSONAL PERFORMANCE IN PROVIDING INSTRUCTION AND DEMONSTRATION AND DOCUMENTING STRATEGIES FOR IMPROVEMENT
Outline 3 different ways you can review and reflect on your personal performance as a trainer QUESTIONS ON MAINTAIN, STORE AND SECURING LEARNER RECORDS, ACCORDING TO ORGANISATIONAL AND LEGAL REQUIREMENTS.
Training organisations keep training records for all students. Who, within your organisation, could you seek assistance from to ensure that you are correctly completing, storing and securing training records?
In your own words, based on your research, answer the following two-part question.
What is your local regulator requirement for storing and securing learner driver records in your state and/or territory? Ensure your answer includes, what records must be kept and for what length of time.
Who, within your state or territory regulator department could you contact to confirm these requirements? As a driver trainer/instructor working for yourself, what would be the most effectively method of securely storing your own students training records?
In your own words, list how both paper-based and electronically store information could be kept securely. Assessor Notes and Observations
Assessment Task 1 RESULT Satisfactory Not Satisfactory Not Assessed
DECLARATIONS
STUDENT DECLARATION
I DECLARE that the information contained in this assessment task is accurate and is a true reflection of the assessment I have undertaken.
I UNDERSTAND that I will be given feedback within 14 days of my confirmed submission.
I UNDERSTAND that if I am required to re-submit my work due to an incomplete result or incorrect answers, I will have 7 days in which to upload my re-submission.
I AM AWARE of my assessment decision appeal rights as documented in the appeals policy, or I understand that I can find the appeals policy via the student handbook or on the RTO website.
Learner Name 2135505-38227000Learner Signature Date
ASSESSOR DECLARATION
I, the person conducting the assessment, declare that the above-mentioned student participated in an appropriate assessment in accordance with the assessment plan, and outcomes and objectives of this assessment task. The information recorded above is a true reflection of this learners abilities. The student has been provided with verbal or written feedback and informed of the assessment result and the reasons for the decision. I have conducted a fair, valid, reliable and flexible assessment with this student.
Assessor Name 2093913-35909300Assessor Signature Date
STUDENT ASSESSMENT TASK 2 PRACTICAL ASSESSMENT
STUDENT INFORMATION
GENERAL INFORMATION
For this assessment task, you will be required to conduct individual and group instruction, demonstrate work skills and assess the success of the training and your own training performance. You will deliver this training using existing learning resources provided to you by your assessor.
The emphasise of this training is on the driver training industry, specifically common work skills or tasks performed by a driver trainer/instructor. Therefore, you will be required to demonstrate your abilities to organise and instruct a minimum of three work skills/tasks commonly performed by a driver trainer.
This assessment task has been split into two parts. They are:
Part A Prepare and deliver three training sessions
Part B Review your training and your own performance
CONDITIONS OF THE ASSESSMENT
As part of your assessment for this unit, you will need to organise, instruct and provide your learners with a demonstration of three different, but common work skills (work tasks) performed by a driver trainer/instructor. Your target group of learners will be as follows:
TARGET GROUP OF LEARNERS
1 x individual learner driver This will be completed as part of your last TLIM0001 / TLIM4001 Practical session.
2 x Groups of learners a minimum of three learners in a group. Each group must learner must be different meaning you will need a minimum of six learners (three in each group)
As part of this assessment, and to attempt to keep this unit as relevant as possible to the role of a driver trainer/instructor, we recommended you organise, demonstrate and instruct a three of the common work tasks for the driver training industry.
RECOMMENDED WORK TASKS
As this unit allows you to use existing learning resources, as part of your practical training on the subjects TLIM0001/TLIM4001 you should have, by now, already created an array of different work tasks commonly performed by a driver trainer using a delivery plan template provided to you. Below are some examples of common work skills that you may have created development plans for. Select three of the work skills listed below, alternatively you could also come up with three of your own.
Reverse Parking
Three Point Turn
Pre-Drive Check
Take-off procedure for a manual vehicle
Heavy Vehicle (HR) reverse
Completing a driver / learner log book
To use any of the three of the work tasks from the list above, you will need to first download each individual task from your student portal.
Each task above will take you approximately 10 minutes to deliver which comprises of 8 minutes to instruct and demonstrate and 2 minutes perform.
ASSESSMENT ENVIRONMENT
The delivery of your training sessions must be conducted in a safe and comfortable learning environment with respect to your learning outcomes.
If you are a blended delivery or part-time student, you will need to speak with your student support officer to arrange a suitable time and date whereby you can conduct your assessment with the require number of learners made available to you.
If you are a full-time student, your assessment will be conducted in accordance with your class timetable.
Your assessment will be conducted with the following approach.
Your first training sessions will be to an individual learner, this will be conducted during class time for full-time students and in a support session for blended delivery and part-time students.
Your second and third training sessions will be conducted on a group of three students, you will have a different group for each session. The second and third training session will be completed at the end of your third and fourth practical sessions for the units:
TLIM0001 Conduct learner driver training and;
TLIM4001 Develop safe car driving behaviours in others
PART A | THE RECOMMENDED PROCEDURE FOR COMPLETING THIS ASSESSMENT
Each training session must address a different learning objective (different topic). You will also need to demonstrate that you pose a range of different delivery techniques and the ability to use effective communication skills that are appropriate to your target learner group.
As a reminder, these training sessions need to relate to the work skills or work tasks performed by a driver trainer/instructor within the driver training industry.
As part of this assessment task, you will be required to deliver one training session to an individual learner along with another two training sessions that are to be delivered to two groups of three learners (group delivery). As previously mentioned, the individual training session will be conducted in class time and your assessor will play to role of a learner driver student. The two group training sessions will be conducted at some point during your practical TLIM0001/TLIM4001 sessions with your fellow students and trainers playing the role of learner drivers.
As part of your assessment, you will be required to have sourced or prepared the learning plans you will use to guide you through the delivery of the training sessions.
PREPARING AND ORGANISING YOUR TRAINING SESSION
Use the delivery plans that you have created throughout your course during your TLIM0001/TLIM4001 practical drive sessions to help your prepare and organise each of the three training session you are about to deliver. If you did not create delivery plans as part of your training, your assessor can provide three for you for this assessment, HOWEVER, it will be your responsibility to ensure that you have:
Identifying the required job/work skills that are to be taught. Remember, you must ensure that your own skills are adequate to deliver these training sessions prior to attempting to teach them!
Identifying the learning outcomes of the training session
Gathering information about your learners characteristics and their learning needsNOTE: Gathering information about your learners should be an easy task for you as you have already spent time with your fellow students and trainers throughout this course either in the classroom or in vehicle. If you partnered with a student or trainer you are not familiar with, you must ensure that you interview your Learners to understand their learning characteristics.
Arranged and confirmed that your training will be delivered a safe learning and comfortable environment and have identified any OHS/WHS considerations.
Identified the intended delivery methods and techniques you will use during the training sessions.
Obtained, developed and checked all the learning resources and learning materials, including handout materials for relevance to your training outcomes
Identified and secured (obtained) all the equipment or physical resources you will need throughout your training session.
Identified any housekeeping requirements within your training environment and documented them into your delivery plan.
Identified and practiced the sequence of topics to be taught.
Identified and rehearsed the timeframes in which you must follow and adjusted those timeframe according to your delivery techniques and personal delivery style.
Identified suitable short learning activities that may be relevant to the work skill you are teaching and create an opportunity for your students to practice their tasks.
Identified when you, as the facilitator) should provide verbal feedback to your learners.
If applicable to your proposed work skill, identified the next stage or step involved with the learners training pathway. EXAMPLE: Does the work skill that you are teaching have a practical elements that should be completed in the next training session?
Prior to conducting your training sessions, you must:
Notify your learners of your proposed training plan. We recommend that this step is performed verbally to your students with your assessor present, however, you can also create an email that is sent to your learners. EXAMPLE: Inform your learners of their training objectives, the time required to complete their training etc
Organise any equipment or physical resources required for your upcoming training session. This step will need to be observed by your assessor.
Organise and arrange the intended learning environment for your training sessions ensure that the environment is safe and comfortable for your learners.NOTE: If you intended to instruct a practical skill in vehicle then you must ensure that the training takes place in a secured off-road area, away from public vehicles and pedestrian foot traffic.
CONDUCTING YOUR TRAINING SESSION
When conducting each of your three training sessions, ensure that you:
Use effective communication skills to establish a safe and comfortable learning environment for your students
Follow the delivery plan to ensure that all your learning objectives have been delivered.
Brief your learners on any OHS / WHS procedures and requirements involved with the training or the learning environment (housekeeping)
Use effective delivery techniques to structure, pace and enhance the learning for your learners.
Apply effective coaching techniques to assist your learners in taking on the new information you are presenting.
Use effective communication skills to deliver your information, instruct your learners and help you demonstrate the relevant work skills you are teaching.
Provide opportunities for your learners to practice the work skills they are learning throughout your instruction. NOTE: This is were having great learning activities as part of your delivery will assist you with your training sessions.
Identify and eliminate, substitute any risks within the learning environment as appropriate.
Facilitate the training to ensure you are including ALL your participants (learners)
Ensure that you engage and motivate your learners
Ensure you use an open and approachable body language.
Ensure that your monitor your learners and adjust your delivery to ensure you are delivering a structured, well-paced and enhanced training.
Ensure that you use active listening skills and appropriate communication skills.
Ensure that you address any learner concerns that are raised throughout the training and ensure that your responses are appropriate and relevant.
Monitor your learners through the training session to ensure that they are acquiring and have the ability to use their new skills and knowledge
Provide verbal feedback to each learner on their individual performance ensuring that your feedback is delivered in a positive and constructive way.
Each training session will occur at a different point in time providing you with a minimum of 30 minutes between each delivery session for you to review your own performance and take in the feedback received by your learners. This will provide you with the opportunity to improve on your deliver techniques in preparation for the next training session.
PART B | REVIEW PERSONAL TRAINING PERFORMANCE
At the end of each training session you deliver, you will need to spend some time reflecting upon your personal performance in having provided instruction and demonstration to your learners.
Be sure to document your personal findings using an appropriate written format. Your written notes must document the strategies for improvement you intend to implement in your next session. Your personal review will need to be submitted to your assessor as part of this assessment.
To assist you with your personal review, we suggest the following:
Try to gather feedback from your learner about your training
Try to gather feedback from any by standards or on-lookers
Reflect on your own performance
Consider and document any measure or training aids you could implement next time around.
Consider and document any strategies on your deliver or body language you would implement next time around.
REQUIRED EVIDENCE TO DEMONSTRATE COMPETENCE
To successfully completing this assessment task, you will need to demonstrate (delivered) three training sessions based on work skills/tasks commonly performed by a driver trainer with the driver training industry.
You will have demonstrated that you can organise and prepare yourself for your training session by using existing learning resources made available to you or created by you and by ensure that you deliver the training in an environment considered safe and comfortable.
You will have demonstrated that you have the necessary skills and knowledge to conduct training through instruction and demonstration of your intended learning outcomes.
You will have demonstrated that you have the necessary skills and knowledge to check your training performance during delivery by using measures to ensure that your learners are acquiring and can use the new technical and generic skills and knowledge you are teaching them. You will have demonstrated your abilities to monitor your learners progress throughout their training while maintain a trainer/coach relationship between yourself and the learner/s, adjusting your delivery techniques to suit their learning needs.
You will have demonstrated your ability to review your own performance and the ability to implement strategies for improvement.
FEEDBACK AND RE-ATTEMPTS
Your assessor will provide you with verbal feedback straight after your final performance. If your assessor identifies any incorrect responses during your performance or with your delivery, you will be given an opportunity to re-attempt this assessment.
PLEASE NOTE: You will only be given one opportunity to re-attempt this assessment. If you are required to re-attempt this assessment task you must wait a minimum of 24 hours before being allowed to re-sit (re-attempt) this task.
Your second attempt must be completed within 7 DAYS of your first attempt. If on your second attempt your work remains incorrect, you will be deemed Not Yet Competent (NYC) and will need to re-enrol into this unit.
Once you have satisfactorily completed this assessment, it will be attached to your portfolio as part of evidence requirements for this unit.
HOW WE INTEND TO CHECK YOUR AUTHENTICITY
As part of the marking process, your assessor will evaluate the authenticity of your work. The authenticity of a students works is assessed in the following ways:
BLENDED DELIVERY, PART-TIME AND FULL-TIME STUDENTS:
Direct Observation This assessment task will be completed in class or in a student support session, your assessor will be able to visually establish if you are completing your own work.
THIS ASSESSMENT SITS WITHIN THE LEVEL 4 AQF CRITERIA
This assessment sits within the AQF Level 4 criteria (Certificate IV). At this level, you will be required to demonstrate theoretical and practical knowledge and skills for specialised and/or skilled work and/or further learning.
To be deemed competent in this unit you will need to demonstrate that you have a broad factual, technical and some theoretical knowledge of this subject matter. You will need to demonstrate that you have a broad range of cognitive, technical and communication skills to select and apply a range of methods, tools, materials and information to complete the requirements of this assessment task.
At this level, you will need to apply your knowledge and skills to demonstrate autonomy, judgement and limited responsibility in known and changing contexts and within established parameters.
