TAEDES402 Design and Develop a Learning Program for Work Health and Safety Training in a Simulated Workplace

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Subject Code :
TAEDES402
University :
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Country :
Australia

Student Name

Student Number

Unit Code/s & Name/s TAEDES401 Design and develop learning programs

TAEDES402 Use training packages and accredited courses to meet client needs

Cluster Name If applicable Design Cluster

Assessment Name

Learning Program 2 (Portfolio) Assessment Task No. 3 of 3

Assessment Due Date

Date submitted

Assessor Name

Student Declaration: I declare that this assessment is my own work. Any ideas and comments made by other people have been acknowledged as references. I understand that if this statement is found to be false, it will be regarded as misconduct and will be subject to disciplinary action as outlined in the TAFE Queensland Student Rules. I understand that by emailing or submitting this assessment electronically, I agree to this Declaration in lieu of a written signature.

Student Signature Date Instructions to Student This task requires you to draft a Learning Program including:

a collaboration plan

a learning program plan,

a risk control plan,

competency map and

review strategy

You will then review your draft Learning Program with a stakeholder and make any required changes prior to submission. Use the activities in your participant manual and the templates provided in this assessment document to guide your activity.

Do not copy and paste and/or use the examples provided in the learning materials or training package reference material.

All documents must be clearly formatted, professionally worded with proof reading and control of spelling and grammar, appropriate naming conventions and version control.

All questions must be answered to a satisfactory standard to receive a satisfactory result for this assessment.

You must reference any external sources used to create the program and/or to be used within (e.g. Learning Resources, videos). More information and guidance is available through TAFE Queensland Libraries:

A Guide to referencing is located: http://tafeqld.libguides.com/referencing

Materials to be supplied:

Assessment templates

Work, Health and Safety:

A risk assessment must be completed before any assessment activity.

Ensure a safe work place as free of excessive noise and distraction as possible.

Establish and monitor the ergonomics of any work station and computer operation.

Manage your time and effort to ensure safety and efficiency, timetable breaks and opportunities to remain active in these highly sedentary, time consuming tasks.

Consider the emotional safety of any participants, ie. Students, stakeholders, team members, supervisors, by being appropriately prepared for any activity and establishing expectations in any collaborative or consultative activities.

Follow all legal, ethical and organisation policies, procedures and requirements for all activities.

Assessment Criteria:

To achieve a satisfactory result, your assessor will be looking for your ability to demonstrate the following key skills/tasks/knowledge to an acceptable industry standard:

Identify the parameters of a learning program

Design the structure of a learning program applying instructional design and adult learning principles

Meet client needs and contextualisation

Develop learning program content

Review the learning program design, demonstrating appropriate professional communication skills and providing and receiving feedback

Prepare a risk assessment

Work within VET policy framework

Learning resources evaluation and integration

Trialling, reviewing, evaluating and reflective practice strategies

One of the quality assurance processes required in VET is inclusion of Organisational File Naming Conventions and Version Control on all training documentation. Ensure you have clearly used appropriate file naming conventions and Version Control in the footer of Parts 1 and 2 of your Learning Program.

Your Assessor, being one of the key stakeholders in this program, will review your program. They may contact you to verbally address any insufficient concepts within the Learning Program plan and associated documentation, or provide feedback for the second submission.

Remember to update your footer to date/Version 1 on resubmission (if required).

Submission details(if relevant) Insert your details on page 1 and sign the Student Declaration. Include this form with your submission.

Assessment is due as per individual Study Plan / Assessment due dates.

Assessment to be submitted via:

TAFE Queensland Learning Management System: Connect url: https://connect.tafeqld.edu.au/d2l/loginUsername; 9 digit student number

For Password: Reset password go to https://passwordreset.tafeqld.edu.au/default.aspxInstructions to Assessor This assessment is to be completed following the training undertaken in the Design Cluster.

Assessment item to be provided in hardcopy or accessed via Connect.

Participants should complete this according to the due dates provided in the individual study plan of all learners.

Learners can refer to their Participant Manual as required.

WHS requirements learners advised on ergonomic safety including computer use.

Physical conditions safe work space free of noise and distraction.

Interactions with team members, supervisors, clients/customers

Learners can complete in their own time, space and place and submit according to above procedures.

Learners must be provided with:

Task Instructions

Required templates

Use the Marking Criteria provided to assess the portfolio

You may verbally address any insufficient concepts within the Learning Program plan and associated documentation, please note on the Marking Criteria, or you can provide feedback for the second submission.

Note to Student An overview of all Assessment Tasks relevant to this unit is located in the Unit Study Guide.

Task Instructions

You are to design, develop and review a learning program. Your program must be different in design to the program developed in AT2, for example, incorporate online and/or workplace delivery and assessment.

Your program may be based on a unit of competency from your industry training package, or an accredited course. Alternatively, your program could also be based on an identified workplace need eg: induction program, workplace skills training, industry benchmark.

As a first step consider the context of the training; gather background information needed, identify the target group and stakeholders, determine the training needs and the unit/benchmark on which the learning program will be based.

a. Consult with at least one (1) potential participant/stakeholder in your program, to identify the following:

Training and/or assessment needs

Characteristics / individual needs

Learning styles/preferences

ACSF/LLN level

Current level of knowledge and skills (as they relate to the training needs)

b. Document your Collaboration Plan, (Appendix 1).

Complete the Program Aims and Benchmark questions (Appendix 2)

Document the background information for your learning program into Learning Program Plan Part 1 (Appendix 3). Include the following details:

Context what is the training scenario, where will the training be conducted (your workplace or simulated environment)? Who are the stakeholders?

Who are the target learners and what are their characteristics (age, job role, additional needs)

What is the training need, and what are the desired outcomes?

Provide a link (URL) to the unit/benchmark eg: Unit of competency, or a copy of the relevant workplace standard such as; Standard Operating Procedure, Job Description.

Unpack this unit/benchmark (from d above) to fully understand its requirements. Populate the benchmark information into the Competency Map (Appendix 4). Visualise what a competent person looks like, in other words, what can they do/perform and what do they know? Incorporate into Learning Program Plan Part 1 (Appendix 3), in Program outcomes.

Work through the following steps to design the program content and assessment outline, completing Learning Program Plan Part 1 (Appendix 3) and Learning Program Plan Part 2 (Appendix 5).

Analyse the content as described in the benchmark and identify key topics? I.e. to achieve this benchmark what content (knowledge/ skills) do they need to develop?

Group the content into a logical structure how many sessions what order? (Chunking and sequencing)

Consider application/practice opportunities and activities to compliment the topics.

Consider assessment methods to be used - how will you gather evidence of their competence (ability to reach the benchmark you are training to) broad assessment strategy e.g. workplace observation, written questions, portfolio.

This plan should have enough detail for anyone to be able to understand the what, when, where, how, why and with what to be delivered and assessed to meet the requirements of the unit/benchmark and adult learning principles.

Using the template headings as guidance ensure your Learning Program reflects the following:

Timeframes relevant to the volume of learning, content, learning activities and assessment expectations over time being addressed.

SMART Learning Outcomes with observable tasks that can be easily observed/assessed.

Content / Topics detailed to cover the requirements of the unit/benchmark

A variety of delivery strategies that reflect adult learning principles and are relevant to the target learner group and content.

Specific application activities to ensure participants have sufficient practice before assessment.

Identified assessment activities, both formative and summative, spread over the duration of the program.

Specific resources to be used, appropriately referenced.

Introduction, review, conclusion sessions and breaks as required.

Complete the Competency Matrix (Appendix 4), showing how and where the requirements of the unit of competency/benchmark are specifically taught within the program. Tick in the session in the matrix where the unit/benchmark requirements are specifically addressed, ensuring the competency/benchmark has been comprehensively covered.

Develop a Risk Control Plan (Appendix 6), identifying a minimum of four (4) risks and detailed management strategies. One (1) risk should be participants not completing the program.

Use the Learning Program Review Strategy (Appendix 7), to develop a review process for your learning program.

Use the Learning Program Evaluation Tool (Appendix 8), to conduct and document a review of your learning program with a stakeholder. This review must be conducted under observation where you demonstrate your communication and collaboration skills. You may choose to:

Conduct the review with an industry/ peer stakeholder and have your Assessor observe, or

Conduct and video the review, submitting for your Assessor to observe, or

Conduct the review with your Assessor as the stakeholder.

Use the feedback and recommendations from your stakeholder review to make any necessary changes to your Learning Program, and update the version control of the documents to reflect any changes.

Discuss and negotiate details with your Assessor.

During the review you are required to demonstrate the following:

Introduction and orientation of all participants to the activity

Following all legal, ethical and organisational requirements

Maintenance of a safe work environment (risk assess workspace, WHS emergency procedures etc.)

Professional communication, questioning and collaboration skills to review the program

Giving and receiving of constructive feedback

Eliciting and accepting other peoples point of view.

Answer the Program Review Questionnaire Questions 3 8 (Appendix 9)

Submission instructions:

All documents must be professionally formatted following organisational procedures including:

File storage and security uploaded into Connect by the due date

Naming convention (unit code (if applicable) or your name, document name or abbreviation, version)

e.g. BSBWHS201_LPP2_v2

Demonstrate evidence of drafting, updating, and proof reading

Submit the below documents (NB; for documents amended as a result of stakeholder review, submit the amended or final version only):

Collaboration Plan

Program Aims and Benchmark Questions 1,2

Competency Matrix

Learning Program Plan Part 1

Learning Program Plan Part 2

Risk Control Plan

Review Strategy

Learning Program Evaluation Tool, plus

Recording of the conversation with your stakeholder if not directly observed by your assessor at the time of the review.

Responses to Program Review Questions 3-8.

Student Name Student Number Unit Code/s & Name/s TAEDES401 Design and develop learning programs

TAEDES402 Use training packages and accredited courses to meet client needs

Cluster Name If applicable Design Cluster

Assessment Name Learning Program 1 (Portfolio) Assessment Task No. 2 of 3

Assessment Due Date Date submitted Assessor Name Student Declaration: I declare that this assessment is my own work. Any ideas and comments made by other people have been acknowledged as references. I understand that if this statement is found to be false, it will be regarded as misconduct and will be subject to disciplinary action as outlined in the TAFE Queensland Student Rules. I understand that by emailing or submitting this assessment electronically, I agree to this Declaration in lieu of a written signature.

Student Signature Date Instructions to Student General Instructions:

You are required to prepare a Learning Program in response to the case study supplied (ACME).

All questions/sections/appendices must be answered/completed providing examples related to the case study context. Do not copy and paste and/or use the examples provided in the learning materials or training package reference material.

A Guide to referencing is located: http://tafeqld.libguides.com/referencing

All answers need to be logical and address the requirements of the question/task, dot points and/or diagrams are acceptable.

All documents must be clearly formatted, professionally worded with proof reading and control of spelling and grammar, appropriate naming conventions and version control.

All questions must be answered to a satisfactory standard to receive a satisfactory result for this assessment.

Upon submission of your assessment, your Assessor, being one of the key stakeholders in this program, may clarify any insufficient components verbally, or will advise any changes required on resubmission. Remember to update your footer to date/Version 1 on resubmission (if required).

Materials to be supplied:

Document templates

Work, Health and Safety:

A risk assessment must be completed before any assessment activity.

Ensure a safe work place as free of excessive noise and distraction as possible.

Establish and monitor the ergonomics of any work station and computer operation.

Manage your time and effort to ensure safety and efficiency, timetable breaks and opportunities to remain active in these highly sedentary, time consuming tasks.

Follow all legal, ethical and organisation policies, procedures and requirements for all activities.

Assessment Criteria:

To achieve a satisfactory result, your assessor will be looking for your ability to demonstrate the following key skills/tasks/knowledge to an acceptable industry standard:

Identify the parameters of a learning program

Design the structure of a learning program applying instructional design and adult learning principles

Meet client needs and contextualisation

Develop learning program content

Review the learning program design

Prepare a risk assessment

Work within VET policy framework

You are required to demonstrate a satisfactory response to all components of the task, refer to the Marking Criteria for additional guidance. You will be provided two attempts to do so, your Assessor may contact you to verbally discuss any concepts insufficiently addressed or may provide you such feedback towards your second attempt.

Submission details(if relevant) Insert your details on page 1 and sign the Student Declaration. Include this form with your submission.

Assessment is due as per individual Study Plan / Assessment due dates.

Assessment to be submitted via:

TAFE Queensland Learning Management System: Connect url: https://connect.tafeqld.edu.au/d2l/loginUsername; 9 digit student number

For Password: Reset password go to https://passwordreset.tafeqld.edu.au/default.aspx

Instructions to Assessor This assessment is to be completed following the training undertaken in the Design Cluster.

Assessment item to be provided in hardcopy or accessed via Connect.

Participants should complete this according to the due dates provided in the individual study plan of all learners.

Learners can refer to their Participant Manual as required.

Learners can complete in their own time, space and place and submit according to above procedures.

Assessors are provided with Marking Criteria and Benchmark Answers to assess the task.

Assessors may choose to verbally clarify any insufficiently addressed criteria, please note on Marking Criteria, or they may provide feedback for the second attempt.

Learners must be provided with:

Real and/or closely simulated workplace

Safe work environment

Technology suited to the task

WHS requirements:

Learners advised on ergonomic safety including computer use.

Physical conditions safe work space free of noise and distraction.

Note to Student An overview of all Assessment Tasks relevant to this unit is located in the Unit Study Guide.

Case Study scenario:

Background to the training, context and stakeholders

You are employed by TAFE Queensland RTO who has recently received some funding to deliver a training program which aims to maximise the prospects of young job seekers under 25 getting a job. The program has three phases:

PrepareFoundation Work Skills Trainingto help young job seekers better understand what employers expect of them in the workplace, and equip them with the skills, attitude and behaviours for them to be successful in a job.

Triala voluntaryinternship placementof between 4 and 8 weeks to give young job seekers workplace experience.

HireaYouth Bonus wage subsidypaid to employers to support the employment of young people.

Your team has been appointed to facilitate the Prepare phase of the program in your region. It has been agreed that the training should be competency based, drawing from two training packages, specifically the Foundation Skills and Business Services packages. All units of competence will contribute to a formal qualification in BSB20120 Certificate II in Workplace Skills (Release 1)

TAFE Queensland has secured placements for the internship phase, with ACME Pty Ltd., a medium sided administration services organisation. One potential area of concern was that the interns must have undertaken some basic health and safety training prior to their first work placement. You have been given the task of developing the work health and safety component of the program. This training will be delivered at various regional locations onsite at TAFE Queensland, face-to-face, in a simulated workplace environment (ACME focus), with a maximum of 20 participants in a group.

Collaboration Plan

Sector Organisations Contacts KPIs/Outcomes

Government Department of Education and Training Andy Thomas

Program Manager Return on Investment

Positive work outcomes

% conversions into employment

TAFE Queensland Regional offices around Queensland Andrea Jones

Program Manager Compliance to RTO Standards 2015

Cost effectiveness

% conversions into employment

(Your TAE40116 Assessor)

Training and Assessment Quality Quality of training plan

Compliance with training package

Quality delivery and assessment in accordance with VET policy framework

Industry ACME PTY LTD Administration Services Organisation Managers WHS training,

Basic computer skills Customer service skills Positive communication skills

Functional competence in foundational skills

Trainees/interns Individuals from diverse backgrounds including age, gender, cultural, socio-economic, educational and work experience. Obtain ongoing employment

Acknowledgement: adapted from A. Steele, The Training Room learning and development consultancy.

Learners

Of the 20 people prequalified for the first cohort all have taken a pre-course Language, Literacy and Numeracy (LLN) assessment.

The majority of learners have been assessed at L2 and L3 (out of 5) on the five Australian Core Skills Framework (ACSF) for learning, reading, writing, oral communication and numeracy. These levels are consistent with the entry requirements of the learning program they are to undertake.

Some have had prior work experience, typically in the service industries (especially retail and hospitality), all have been unemployed for the past two (2) years.

During pre-course interviews three students identified with individual needs as below. During your program design and development consider and document how best to accommodate these needs for the students to be successful in the program.

Name: Nichole OShane

Characteristics:

Age: 23

Wheelchair access

ACSF: Level 3 in reading and writing

Name: Navari Ahmet

Characteristics:

Age: 20

Muslim

English is his second language. Confident with speaking but not with reading and writing

ACSF: Level 1 in reading and writing.

Name: Tom Rivers

Characteristics:

Age: 17

Visual Impairment.

ACSF: Level 2 in reading and writing.

Task Instructions

Use the information provided in the Case Study and Appendix 2, Questionnaire to document the following information and begin the learning program plan development process.

Clarify and confirm the purpose and type of learning program with your RTO Assessor and summarise why this program is needed.

What benchmarks match the program aim?

Locate the Business Services (BSB) Training Package on www.training.gov.au.

Write the name of the Developer of this Training Package

Identify the current release number and endorsement date of this Training Package

Indicate how you would identify changes to the Training Package, eg superseded unit, and apply these changes to program development

Locate the qualification BSB20120 Certificate II in Workplace Skills. Determine if there is a suitable workplace health and safety unit for the case study scenario in BSB20120. Identify and record the code and title of the unit.

a.Unpack the unit (from b above) to fully understand its requirements by writing a summary of the performance and knowledge evidence.

b.Compare your summary to the AQF descriptor to ensure alignment

c.Briefly explain how training package developers would use the AQF descriptors when developing content for training packages.

When employed by an RTO, you must follow the RTO Quality Procedures including using current organisational templates. Address the Case Study scenario by documenting your learning program plan in the RTOs Learning Program Part 1, (Appendix 3).

Working independently or in a small group use mind mapping or brainstorming along with the unit descriptor to design the program content and assessment outline. Work through these steps and document your ideas in Appendix 4 Identifying program topics/content:

Analyse the content as described in the benchmark and identify key topics? I.e. to achieve this benchmark consider what content (knowledge/ skills) do they need to develop.

Group the content into a logical structure how many sessions what order? (Chunking and sequencing)

Consider assessment methods to be used - how will you gather evidence of their competence? (ability to reach the benchmark you are training to) broad assessment strategy e.g. workplace observation, written questions, portfolio.

Confirm your ideas with your RTO Quality Officer (e.g: TAE Assessor) to ensure planning aligns with client needs before proceeding to the next step.

Develop the draft Learning Program Plan Part 2 (Appendix 5).

This plan should have enough detail for anyone to be able to understand what, when, where, how, why and with what is being delivered and assessed. On completion the plan should reflect all requirements of the unit of competency and demonstrate how the delivery and assessment processes meet instructional design and adult learning principles.

Using the template headings as guidance ensure your Learning Program reflects the following:

Timeframes relevant to the volume of learning, content, learning activities and assessment expectations over time being addressed.

Learning Outcomes that can be easily observed/ measured.

Content / Topics detailed to cover the requirements of the unit of competency

A variety of delivery strategies that reflect adult learning principles and are relevant to the target learner group and content.

Specific "application" activities to ensure participants have sufficient practice before assessment.

Identified assessment activities, both formative and summative, spread over the duration of the program including approximated timeframes for activities.

When listing your resources include specific resources to be used, appropriately referenced.

Introduction, review, conclusion sessions and breaks as required program, sessional, daily.

i.Incorporates activities that foster and address dimensions of competence

Complete the Competency Matrix (Appendix 6), showing how and where the requirements of the unit of competency are specifically taught within the program. Tick in the session column in the matrix where the unit requirements are specifically addressed, ensuring the competency has been comprehensively covered.

Tip: Only tick where the concept is specifically taught, as will be evident in the Content and Activities column in the Learning Program Plan Part 2, Appendix 5. Any concepts not ticked will require you to address these in the Learning Program Plan Part 2 and revisit the matrix to ensure all requirements have been addressed.

Develop a Risk Control Plan (Appendix 7). Identify a minimum of four (4) risks and detailed management strategies. One risk should address the hazard that participants do not complete the program.

Develop a Review Strategy (Appendix 8) for your learning program using:

Using Learning Program Evaluation Tool (Appendix 9) provide evidence of consultation with relevant stakeholder/client/assessor to identify any improvements to your Learning Program based on the feedback received.

Apply any necessary adjustments to your Learning Program and adjust the version control.

Go to the Learning Program Review Questions (Appendix 10), to answer the learning program review questions

All documents must be professionally formatted following organisational procedures including:

File storage and security uploaded into Connect by the due date

Naming convention (unit code (if applicable) or your name, document name or abbreviation, version)

e.g. BSBWHS211_LPP2_v2

Demonstrate evidence of drafting, updating, and proof reading

Submit the following documents:

Questionnaire (Questions 1 ,2)

Learning Program Plan Part 1

Learning Program Plan Part 2

Competency Matrix

Risk Control Plan

Review Strategy

Learning Program Evaluation tool.

Learning Program Review Questions 3-9

Design Task 2 (BSBWHS211)

Instructions for Appendices:

Step 1.

Consultation / Collaboration - OPTIONAL

Step 2

Program Development Questionnaire Q1,2 - Program aims and benchmarks (Appendix 2)

Step 3

Other parameters & Learning Program Part 1 (Appendix 3)

Step 4.

Identifying program content /Chunking and Sequencing - confirm with a RTO Quality Officer / Assessor (Appendix 4)

Step 5.

Draft Learning Program Plan Part 2 (Appendix 5)

Step 6

Have you addressed all of the unit? Complete the Competency Matrix (Appendix 6)

Step 7.

Complete WHS Risk Control Plan (Appendix 7)

Step 8.

Complete your Learning Program Review strategy (Appendix 8)

Step 9.

Have your stakeholder complete the Learning Program Evaluation Tool (Appendix 9)

Step 10.

Answer the Program Review Questionnaire Qs 3-9. (Appendix 10)

Appendix 1: Collaboration plan

(Optional for this Learning Program BSBWHS211. Required for Design Task 3 Learning Program unit/topic of your choice)

When Purpose With whom? Method Desired outcome

1 2 3 4 Further collaboration needed if changes are required to draft one.

Appendix 2: QuestionnaireProgram aims and benchmarks

1a Why is this program needed?

What does it aim to achieve? Summarise why this program is needed.

1b What benchmarks match the program aim? Locate the Business Services (BSB) Training Package TGA.

Write the name of the Developer of this Training Package.

Type response here>

What is the current release number and endorsement date of this Training Package?

Type response here>

How/where will you identify changes to the Training Package, e.g. superseded unit, and apply these changes to program development?

Type response here>

Locate the qualification BSB20120 Certificate II Workplace Skills. Determine if there is a suitable workplace health and safety unit for the case study scenario in BSB20120.

What is the code and title of the unit?

Type response here>

2 What will a competent person be able to do? Unpack this unit (from d above) to fully understand its requirements. Visualise what a competent person looks like - what can they do/perform and what do they know? Write a summary to finish this statement.

Upon completion of this unit this person can:

Type response here>

Compare the following Australian Qualification Framework (AQF) descriptors to your knowledge and skills summary in 2a.

Does your summary align to the AQF descriptor for Certificate II?

Type response here>

How do you think Training Package developers might use the AQF descriptors when developing content?

Type response here>

Source: https://www.aqf.edu.au/sites/aqf/files/aqf-2nd-edition-january-2013.pdf3 Other parameters & Learning Program Part 1 (Appendix 4)

What other expectations, parameters or constraints should I consider when designing e.g.

Deadlines

Expected delivery mode

Expected program schedule or time frames

Budget

Learning or assessment materials already purchased or developed?

Availability of technology, equipment or other resources

Expected number of learners per group

Administration of the program

Other?

Appendix 3 -Learning Program Plan Part 1

Learning program plan part 1: General program information

General information

Program name RTO Client Program aim Qualification

Current on TGA Competency standard

Current on TGA Program outcomes Delivery and assessment information

Prerequisites Delivery mode Program duration (total) Assessment Methods (list below): Assessment tasks/activities

During training In workplace (after training) Learner and assessment information

Number of learners Target learner group (profile description) Special needs Safety and other logistics

Venue and equipment required You should have at least two-three activities per 2 hour session. Some sessions will contain formative (practice) assessment and others summative assessment tasks in lieu of activities.

Appendix 4 Identifying program topics/content (Confirm with a RTO Quality Officer / Assessor before proceeding to next step)

No. / Sequence Topic / Chunk Content (Knowledge) Activities, (Performance) including Assessments

1 Activity

Activity

Activity -

2 Activity

Activity -

Formative Assessment -

3 Activity

Summative Assessment -

5 6 7 8 9 10 Add in more rows if needed

Appendix 5 Learning program plan part 2: Program outline

(Some comments included to get you started)

Session Title Time Learning outcomesBy the end of the session, learners should be able to: Content (Topics) Delivery Methods Application activities & Assessment tasks: Formative and Summative Resources

Introduction 9:00- 10:00 or

1 hr What items do you cover in your introductory session?

Program outcomes?

Ice breaker

Expectations etc.

L/O: Provide 2 reasons for working safely. Why do we need to learn about health and safety in the workplace? (3mins) Attention grabbing video/ You tube clip? (3mins)

A bold statement about the number of fatalities each year in Australia? Ice breaker

Purpose: Getting to know each other (10mins) Digital equipment, whiteboard, screen, program outline, assessment info etc.

1 10:30 12:00 Remember learning outcomes should be SMART.

Specific/Measurable/Achievable/

Realistic-Relevant/Time-framed

L/O: Identify six common workplace hazards Include break times as applicable Lunch break 45mins

2 3 4 5 6 7 8 9 10 10 Conclusion Did we achieve our learning goals/outcomes?

Feedback from learners

What did you enjoy most?

What did you find difficult?

Next steps. 2nd unit delivery will commence next week etc. Congratulations small celebration? You may provide some light refreshments or students bring something to share etc.

Appendix 6: Learning Program Competency matrix

(Pre-populated)

Program Name Unit Covered Version Version number Date Session (Titles) Includes Introduction Includes Conclusion

1 2 3 4 5 6 7 8 9 10

Elements and performance criteria 1 Operate safely in own work environment 1.1 Identify organisational WHS policies and procedures that apply to own work setting 1.2 Carry out work tasks according to WHS instructions 1.3 Carry out pre-start systems and equipment checks under supervision and according to organisational policies and procedures 1.4 Participate in responding to incidents according to organisational policies and procedures 2 Operate safely within requirements of own role 2.1 Identify individuals and/or parties to whom queries and concerns about safety in the workplace should be directed 2.2 Identify existing and potential hazards relating to own role, and record and report them according to organisational policies and procedures 2.3 Identify and contribute to implementing WHS instructions and organisational policies and procedures specific to own work area 2.4 Identify and report incidents and injuries to required personnel according to organisational policies and procedures 3 Participate in WHS consultative processes 3.1 Contribute to workplace meetings, inspections and other WHS consultative activities 3.2 Identify existing and potential WHS hazards and report them to designated persons according to organisational policies and procedures 3.3 Participate in actions to minimise or eliminate workplace hazards and to reduce risks

Session Includes Introduction Includes Conclusion

1 2 3 4 5 6 7 8 9 10

Foundation Skills Learning Reading Identifies and interprets short and simple information in relation to WHS and incidents Writing Uses structure and language appropriate to audience and context when giving factual information Oral communication Uses language and non-verbal communication appropriate to audience and context in descriptions, opinions and explanations

Extracts meaning and main ideas from verbal descriptions, opinions and explanations Numeracy Navigate the world of work Follows WHS legislative requirements under supervision and with assistance

Follows protocols and procedures relating to own role

Seeks assistance from others when WHS issues are beyond scope of immediate responsibilities Get the work done Plans, organises and implements routine tasks in order to optimise health and safety

Selects and implements actions from predetermined procedures Interact with others

Includes Introduction Includes Conclusion

1 2 3 4 5 6 7 8 9 10

Performance evidence P1 actively participate in two different work activities that contribute to the health and safety of self and others P2 identify and report at least one hazard to designated personnel. Knowledge evidence K1 organisational safety policies, procedures, instructions and requirements relating to own work role in relation to:

K1.1 checking systems and equipment

K1.2 conducting routine work operations

K1.3 personal protective equipment (PPE)

K1.4 recording existing and potential WHS issues

K1.5 responding to and reporting incidents and injuries

K1.6 responding to fires and incidents K2 meaning of commonly used hazard signs and safety symbols K3 duty holder responsibilities, as specified in WHS laws, including:

K3.1 self and co-workers

K3.2 persons conducting a business or undertaking (PCBUs)

K3.3 officers

K3.4 others in the workplace K4 distinction between hazards and risks K5 WHS hazards that may be present in the workplace, including the harm they can cause and how this harm occurs K6 process of hazard identification and risk control.

Assessment Conditions

(Only mapped to sessions containing assessment)

Assessment must comply with WHS laws, and WHS legal responsibilities and duty of care required for this unit. It must be conducted in a safe environment where evidence gathered demonstrates consistent performance of typical activities undertaken by individuals carrying out WHS duties in the workplace, and must include access to:

organisational policies, standard operating procedures, and work instructions covered in the knowledge evidence

WHS laws relevant to performance evidence requirements

opportunities for interaction with others

workplace equipment and resources required for the performance evidence. 1 2 3 4 5 6 7 8 9 10

Assessors of this unit must satisfy the assessor requirements in applicable vocational education and training legislation, frameworks and/or standards.

left459740All learning programs have inherent risk factors. Document three different types of hazards or potential hazards, the associated risk, risk rating, a control measure for each hazard and how you would monitor /review your controls.

00All learning programs have inherent risk factors. Document three different types of hazards or potential hazards, the associated risk, risk rating, a control measure for each hazard and how you would monitor /review your controls.

Appendix 7: Risk control plan

Name of learning program Delivery mode Training environment

Hazard Risk Risk Rating

(1 - 4) * Control measures Monitor and review

Plan Agreed by

Representative of Workplace/Learning Environment: (Your name) Date: Representative of Training Providers Facilitator/Assessor: (Assessors Name) Date:

Risk Rating Table

Probability Consequences

Significant Extensive Moderate Negligible/Insignificant

Very likely - Could happen at any time 1 1 2 3

Likely - Could happen at times, or a common occurrence 1 2 2 3

Unlikely - Could happen occasionally, but rarely does 2 3 3 4

Very unlikely - Could happen, but probably wont 3 3 4 4

Legend:

1 = Very High Risk

2 = High Risk

3 = Moderate Risk

4 = Low Risk For example: When rating a situation that is very likely to happen at any time consider the following factors:

Consequences - How potentially serious would an accident caused by this hazard be?

Probability - How often is a person exposed to the hazard? How likely is it that an accident will result from the hazard? The higher the probability the more urgency to eliminate or minimise the risk

Appendix 8 Learning program review strategy

(BSBWHS211 Learning Program review would normally be undertaken prior to implementation by the relevant stakeholders from the case study. You can document their names. The review will be undertaken by your TAE Assessor. Complete appendix 7 accordingly. Feedback will be provided by your TAE assessor on Appendix 8 for you)

Name of learning program Principal developer/s Your name here

Focus of the review

Data to be collected

Method for gathering feedback

Stakeholders who will provide feedback Method for reviewing, collating and summarising feedback Recommended improvements to be approved by Version control considerations Ongoing review strategy

Appendix 9 - Learning program evaluation tool

Name of program reviewed Name of reviewer Date completed Instructions for the reviewer

Thank-you for helping to review this learning program!

Use the space provided to answer the questions below.

Email your completed evaluation to someone@somewhere.com.au by .

1 Delivery mode: Is the delivery mode suitable for the target learner/s?

Strengths Weaknesses Recommendations 2 Competency requirements: Are all requirements of the unit/s of competency and related assessment requirements covered in both learning and assessment activities?

Strengths Weaknesses Recommendations 3 Learner-centric:

Does program content take into account, the existing skills, knowledge and experience of the target learner/s?

Are program examples and case studies un-biased and relevant to the target learners?

Is the program content and structure flexible enough for facilitators to adapt and enhance program delivery to reflect learners diverse context/s and needs?

Strengths Weaknesses Recommendations 4 Assessment: Are the assessment methods and formative and summative assessment tasks appropriate and effective?

Strengths Weaknesses Recommendations 5 Chunking & sequencing:

Is program content chunked and sequenced for effective & manageable blocks of learning?

Strengths Weaknesses Recommendations 6 Activities:

Are activities interesting and relevant to outcomes? Do they address various learning styles?

Strengths Weaknesses Recommendations 7 Language, Literacy and Numeracy

Do the LLN demands of the program and materials match the LLN demand of the workplace?

Strengths Weaknesses Recommendations 8 WHS: Does the program content and structure promote healthy and safe learning? Are risks effectively identified and managed?

Strengths Weaknesses Recommendations 9 Communication with stakeholder: Was communication appropriate?

Language Yes No Questioning and listening techniques Yes No Recognising, respecting and utilising diverse perspectives Yes No Recommendations Other comments:

Appendix 10: Learning Program Review Questions 3 - 9

Answer all questions for BSBWHS211 Learning Programs (Task 2)

3-9. Answer the following Review questions

3 Research one available learning resource that you will use within the program. Ensure it is referenced in your Learning Program Plan Part 2.

Answer the following questions about this resource:

a.What criteria did you use to select this resource?

b.How does it suit the purpose of the unit, the delivery mode and the target learner group?

c.Describe its use within an activity in the program

d.Explain any licensing, copyright, restrictions and/or permissions.

e.Comment on its financial viability within the program.

4 Provide five (5) examples of how your program reflects adult learning and/or instructional design principles and explain the methodology (process) you used to develop one of your learning activities or resources.

Methodology used to develop an activity or resource:

5 Provide at least one example of how you have catered for the individual needs for each of the three identified participants in the scenario Nichole OShane, Navori Ahmet and Tom Rivers.

Nichole OShaneNavori Ahmet

Tom Rivers

6 Look up the Implementation Guide for the Training Package you are using for this learning program. Summarise the requirements for delivering the training for your learning program in a simulated workplace environment?

7 a Refer to the guidelines for contextualisation of units in the Implementation Guide for the Training Package you are using and identify two strategies you will use to match the learning program to the needs of the target learner group?

Delivering a qualification unit by unit is not the most efficient or effective approach. The client has indicated a preference for clustering units in the next roll out of the Certificate II program.

Access the following units on training.gov.au and identify which unit would be most suited to cluster with BSBWHS211for delivery and assessment and justify your choice with an example of matching or related content.

BSBFIN301Process financial transactions (Release 1)

BSBOPS201 Work effectively in business environments (Release 1)Unit choice:

Justification:

BSBWHS211 BSBFIN301 BSBOPS201

Operate safely in own work environment

Operate safely within requirements of own role

Participate in WHS consultative processes. 8 Explain how the following are used in the design and planning process:

a.Training package/accredited course /unit of competency

b.Training and Assessment Strategy

c.Learning program

9 Describe one (1) unexpected difficulty or problem you encountered during the development of your learning program?

How did you respond or work through this challenge?

Design Task 3 (Content - your choice)

Instructions for Appendices:

Step 1.

Complete the Consultation / Collaboration plan (Appendix 1)

Step 2

Answer Program aims and benchmark Questions 1,2 (Appendix 2)

Step 3.

Populate your Learning Program Plan Part 1 (Appendix 3)

Step 4.

Populate the Learning Program matrix with the content of your benchmark (Appendix 4)

Step 5.

Draft Learning Program Plan Part 2 (Appendix 5)

Step 6.

Have you addressed all of the benchmark? Complete the Competency Matrix (Appendix 4)

Step 7.

Complete WHS Risk Control Plan (Appendix 6)

Step 8.

Complete your Learning Program Review strategy (Appendix 7)

Step 9.

Have your stakeholder complete the Learning Program Evaluation Tool (Appendix 8) and adjust plan as required.

Step 10.

Answer the Program Review Questionnaire Questions 3- 8 (Appendix 9)

Appendix 1: Collaboration plan

When Purpose With whom? Method (F2F, Email, Report?) Desired outcome

1 Identify:

Training and/or assessment needs

Characteristics / individual needs

Learning styles/preferences

ACSF/LLN level

Current level of knowledge and skills (as they relate to the training needs) 2 Review draft program plan 3 4 Further collaboration needed if changes are required to draft one.

Appendix 2: Program aims and benchmark

Program aims and benchmark

1a Why is this program needed?

What does it aim to achieve? Consider target audience. Summarise why this program is needed.

1b What benchmarks match the program aim? Unit of Competency or Organisational Benchmark?

2 What will a competent person be able to do? Unpack this unit/benchmark (from above) to fully understand its requirements. Visualise what a competent person looks like - what can they do/perform and what do they know? Write a summary to finish this statement.

Upon completion of this unit this person can:

3 Other parameters in Learning Program Part 1

Appendix 3 -Learning Program Plan Part 1

Learning program plan part 1: General program information

General information

Program name Competency standard

Or Benchmark Program outcomes Delivery and assessment information

Prerequisites Delivery mode Program duration (total) Assessment Methods (list below): Assessment tasks/activities

During training In workplace (after training) Learner and assessment information

Number of learners Target learner group (profile description) Special needs Safety and other logistics

Venue and equipment required

Appendix 4: Learning Program Competency/Benchmark matrix

Program Name Benchmark Descriptor / UoCVersion Version number Date If you are basing your program on a unit of competency then change the Topics to Elements and Components to PCs. Add in additional rows as required.

Session (Titles) Includes Introduction Includes Conclusion

1 2 3 4 5 6 7 8 9 10

1 Topic 1 1.1 Component 1.2 Component 1.3 Component 2 Topic 2 2.1 2.2 2.3 3 Topic 3 3.1 3.2 3.3

Session Includes Introduction Includes Conclusion

Identify what Foundation Skills are embedded in your benchmark 1 2 3 4 5 6 7 8 9 10

Foundation Skills Learning Reading Writing Oral communication Numeracy Navigate the world of work Interact with others Get the work done

Includes Introduction Includes Conclusion

1 2 3 4 5 6 7 8 9 10

Performance evidence (What do they need to be able to do?) P1 P2 P3 Knowledge evidence (What do they need to know?) K1 K2 K3 K4 K5 Assessment Conditions

(Only mapped to sessions containing assessment)

Consider what resources and equipment is required to conduct the training and assessment

1 2 3 4 5 6 7 8 9 10

Assessors must satisfy NVR/AQTF assessor requirements

Appendix 5 Learning program plan part 2: Program outline

1 Introduction 1 2 3 4 5 6 7 8 9 10 10 Conclusion

Appendix 6: Risk control plan

Name of learning program Delivery mode Training environment

Hazard Risk Risk Rating

(1 - 4) * Control measures Monitor and review

Plan Agreed by

Representative of Workplace/Learning Environment: (Your name) Date: Representative of Training Providers Facilitator/Assessor: (Assessors Name) Date:

Risk Rating Table

Probability Consequences

Significant Extensive Moderate Negligible/Insignificant

Very likely - Could happen at any time 1 1 2 3

Likely - Could happen at times, or a common occurrence 1 2 2 3

Unlikely - Could happen occasionally, but rarely does 2 3 3 4

Very unlikely - Could happen, but probably wont 3 3 4 4

Legend:

1 = Very High Risk

2 = High Risk

3 = Moderate Risk

4 = Low Risk For example: When rating a situation that is very likely to happen at any time consider the following factors:

Consequences - How potentially serious would an accident caused by this hazard be?

Probability - How often is a person exposed to the hazard? How likely is it that an accident will result from the hazard? The higher the probability the more urgency to eliminate or minimise the risk

Appendix 7 Learning program review strategy

(Used with Appendix 8 in Design Assessment Task 3 Learning Program 2, when you consult with your program stakeholder. They will provide you some comments by completing Appendix 8 and if you dont do this under the supervision of your assessor you will record it. Record your stakeholder providing you a verbal summary of Appendix 8 with your responses. (Approx. 5 mins for this discussion.)

Name of learning program Principal developer/s Your name here

Focus of the review

Data to be collected

Method for gathering feedback

Stakeholders who will provide feedback Method for reviewing, collating and summarising feedback Recommended improvements to be approved by Version control considerations Ongoing review strategy

Appendix 8 - Learning program evaluation tool

Name of program reviewed Name of reviewer Date completed Instructions for the reviewer

Thank-you for helping to review this learning program!

Use the space provided to answer the questions below.

Email your completed evaluation to someone@somewhere.com.au by .

1 Delivery mode: Is the delivery mode suitable for the target learner/s?

Strengths Weaknesses Recommendations 3 Learner-centric:

Does program content take into account, the existing skills, knowledge and experience of the target learner/s?

Are program examples and case studies un-biased and relevant to the target learners?

Is the program content and structure flexible enough for facilitators to adapt and enhance program delivery to reflect learners diverse context/s and needs?

Strengths Weaknesses Recommendations 4 Assessment: Are the assessment methods and formative and summative assessment tasks appropriate and effective?

Strengths Weaknesses Recommendations 5 Chunking & sequencing:

Is program content chunked and sequenced for effective & manageable blocks of learning?

Strengths Weaknesses Recommendations 6 Activities:

Are activities interesting and relevant to outcomes? Do they address various learning styles?

Strengths Weaknesses Recommendations 7 Language, Literacy and Numeracy

Do the LLN demands of the program and materials match the LLN demand of the workplace?

Strengths Weaknesses Recommendations 8 WHS: Does the program content and structure promote healthy and safe learning? Are risks effectively identified and managed?

Strengths Weaknesses Recommendations 9 Communication with stakeholder: Was communication appropriate?

Language Yes No Questioning and listening techniques Yes No Recognising, respecting and utilising diverse perspectives Yes No Recommendations Other comments:

Learning Program Review Questions 3 - 8

Answer all questions for Learning Program

Answer the following Review questions

3-8 Answer the following Review questions

3. Research one available learning resource that you will use within the program. Ensure it is referenced in your Learning Program Plan Part 2.

Answer the following questions about this resource:

a.What criteria did you use to select this resource?

b.How does it suit the purpose of the unit, the delivery mode and the target learner group?

c.Describe its use within an activity in the program?

d.Explain any licensing, copyright, restrictions and/or permissions.

e. Comment on its financial viability within the program.

5. With reference to the delivery mode you have chosen for this learning program (e.g. face-to-face, online, mixed mode), briefly explain one (1) advantage and one (1) disadvantage of this delivery mode.

Advantage:

Disadvantage:

6. How does your learning program prepare the learners to perform in realistic work conditions? In your response explain four (4) dimensions of competence and give an example of how each is covered in your program.

Task Skills:

Task Management Skills:

Contingency Management Skills:

Job Role/Environment Skills:

7. As a result of feedback from relevant stakeholders, identify at least two (2) strengths and two (2) weaknesses in your program planning practices. What improvements will you make when next you develop a learning program?

Strength 1:

Weakness 1:

Strength 2:

Weakness 2:

Improvements:

8. a. What unexpected difficulties or problems did you encounter in completing these tasks?

b. How did you respond or work around these?

Submission Instructions:

All documents must be professionally formatted following organisational procedures including:

File storage and security uploaded into Connect by the due date

Naming convention (unit code (if applicable) or your name, document name or abbreviation, version)

e.g. BSBXYZ101_LPP2_v2

Demonstrate evidence of drafting, updating, and proof reading

Submit the below documents (NB; for documents amended as a result of stakeholder review, submit the amended or final version only):

Collaboration Plan

Program Aims and Benchmark Qs 1,2

Competency Matrix

Learning Program Plan Part 1

Learning Program Plan Part 2

Risk Control Plan

Review Strategy

Learning Program Evaluation Tool, plus

Recording of the conversation with your stakeholder if not directly observed by your assessor at the time of the review.

Program Review Questions 3-8.

Student Name Student Number Unit Code/s & Name/s TAELLN411 Address adult language literacy and numeracy skills

Cluster Name If applicable N/A

Assessment Type Case Study Assignment Project Other (specify)

Assessment Name AT1 Analyse a unit of competency, learners and training resources Assessment Task No. 1 of 4

Assessment Due Date Date Submitted / /

Assessor Name Student Declaration: I declare that this assessment is my own work. Any ideas and comments made by other people have been acknowledged as references. I understand that if this statement is found to be false, it will be regarded as misconduct and will be subject to disciplinary action as outlined in the TAFE Queensland Student Rules. I understand that by emailing or submitting this assessment electronically, I agree to this Declaration in lieu of a written signature.

Student Signature Date / /

PRIVACY DISCLAIMER: TAFE Queensland is collecting your personal information for assessment purposes. The information will only be accessed by authorised employees of TAFE Queensland. Some of this information may be given to the Australian Skills Quality Authority (ASQA) or its successor and/or TAFE Queensland for audit and/or reporting purposes. Your information will not be given to any other person or agency unless you have given us written permission or we are required by law.

Instructions to Student General Instructions:

There are two (2) parts to this Case Study.

Part A

You will be required to analyse and evaluate the LLN levels in accordance with the ACSF of a Unit of Competency

Part B

You will then respond to five (5) questions which require you to analyse and evaluate the LLN levels in accordance with the ACSF of:

a group of learners

training resources and instructional and assessment strategies

Do not copy and paste and/or use the examples provided in the learning materials.

All questions must be answered to a satisfactory standard refer to the Assessment Marking Criteria

Researched responses to items must be referenced. It is recommended to use APA see the TAFE Queensland library link to referencing http://tafeqld.libguides.com/referencing

All assessment items unless otherwise specified will be word processed using Arial 11 or 12 point font.

If you require any clarification while completing the assessment tasks contact your trainer/assessor.

Information / Materials provided:

Assessment Task

Participant manual

A Guide to referencing is located: http://tafeqld.libguides.com/referencing

A downloadable copy of the ACSF is located: https://docs.education.gov.au/node/37095

Articles/Videos are available in Connect.

Assessment Criteria:

To achieve a satisfactory result, your assessor will be looking for your ability to demonstrate the following key skills/tasks/knowledge to an acceptable industry standard. Refer to the Assessment Marking Criteria sheet.

Number of Attempts:

You will receive up to two (2) attempts at this assessment task. Should your 1st attempt be unsatisfactory (U), your teacher will provide feedback and discuss the relevant sections / questions with you and will arrange a due date for the submission of your 2nd attempt. If your 2nd submission is unsatisfactory (U), or you fail to submit a 2nd attempt, you will receive an overall unsatisfactory result for this assessment task. Only one re-assessment attempt may be granted for each assessment task.

For more information, refer to the Student Rules.

Submission details Insert your details on page 1 and sign the Student Declaration. Include this template with your submission.

Assessment is due as per individual Study Plan / Assessment due dates.

Complete responses to the questions to be recorded in the tables provided.

Information required to be submitted:

TAFE Queensland Learning Management System: Connect url: https://connect.tafeqld.edu.au/d2l/loginUsername; 9 digit student number

For Password: Reset password go to https://passwordreset.tafeqld.edu.au/default.aspxInstructions for the Assessor This assessment is to be completed following the initial training / reading of the Manual before the practical projects, to establish understanding of the key concepts:

This is an open book written assessment

Mark the assessment according to the Benchmark Answers / Assessment Marking Criteria provided

Record results on the Assessment Marking Criteria with any supporting comments / feedback and return this to the candidate / upload into Connect.

Record the result of assessment on the Assessment Summary Record along with a copy of the AT1 assessment task and/or printout of results from Connect.

Short answer assessment can be completed verbally if negotiated with the assessor.

Assessment item to be provided in hardcopy or accessed via Connect.

Participants should complete this according to the due dates provided in the individual Unit Study Guide.

Assessors can assist / clarify with verbal assessment if negotiated. Learners can refer to their Participant Manuals as required.

WHS requirements learners advised on ergonomic safety including computer use.

Physical conditions safe work space free of noise and distraction.

Learners can complete in their own time, space and place and submit according to above procedures, signature and submission confirmation of authenticity along with questioning.

Learners must be provided with:

Real and/or closely simulated workplace

Safe work environment

Equipment, materials and technology

Interactions with others

Note to Student An overview of all Assessment Tasks relevant to this unit is located in the Unit Study Guide.

Terminology Key

Key Word What to do

List In bulleted, numbered or paragraph form, provide a number of consecutive itemsif paragraph form, use commas (,) to separate items

Describe In paragraph form, give a full account of an event, idea or conceptinclude all relevant circumstances and details.

Explain In paragraph form, describein enough detail to clarifyan idea, concept, situation, insight or challenge.

Define In paragraph form, explain the meaning of a term or concept

Summarise In paragraph or list form, explain the key points or insights derived from a text, event or situation.

Compare List, describe or explain the similarities and differences between two (or more) ideas, concepts, events, situations, challenges or insights.

Analyse In paragraph form, provide detailed examination of the elements/parts or structure of something.

Critique In paragraph form, provide a detailed analysis and assessment of something

Justify In paragraph form, state your opinion/position and support with specific examples

PART A

You are required to analyse the LLN requirements of a Unit of Competency and evaluate the LLN levels in accordance with the ACSF.

You will need to obtain the unit from Training.gov.au (TGA) https://training.gov.au/Training/Details/BSBWHS211 and access to trigger word examples or ACSF as directed by your Assessor and/or in Connect: e.g.:

the IBSA Example Trigger Word Glossary

ACSF Appendix 1a

Step 1: Read BSBWHS211 (Unit of Competency & Assessment Requirements) and identify the ACSF Core Skills embedded throughout the unit. You might refer to Meeting the foundation skills demands of training and work Chapter 5 at: http://nclctaenight.weebly.com/uploads/2/7/7/3/27736985/gsa_facilitator_guide.pdf

Step 2: Determine the ACSF levels of each core skill and provide a justification for your analysis by indicating the work activity the student would typically perform in the workplace.

Refer to the ACSF e.g. Domains of Communication Sample Activities and/or Performance Grid and/or Appendix 1a.

Step 3: Document your analysis in Table 1.

TABLE 1 Analysis of a Unit of Competency

Core Skill (1) Example of action requiring the core skill (2) ACSF Highest Level (3) Example of workplace activity and justification for ASCF level

Learning

Reading

Writing

Oral communication

(Speaking, listening)

Numeracy

PART B

Step 1: Read the following Case Study

Step 2: Review the information provided about the learner group (Table 2 & Table 3)

Step 3: Update Table 2 with your analysis of the core skill levels for BSBWHS211 (from Table 1)

Step 4: Compare the LLN requirements of the unit of competency with the LLN skills of the group and determine core skill gaps for individual learners

Step 5: Referring to the Connect content, the Participant Manual and your own research respond to the five (5) questions relating to instructional strategies, learning resources and assessment strategies that may be used in training and assessment.

Case study

Joanne is a vocational trainer and assessor of Workplace Health and Safety (WHS) in various industries. She has been asked to take over a class for a colleague who will be absent for an extended period. The students in the class are existing workers from a local healthcare facility and the employer is supporting them to achieve an entry level qualification for their sector. Joanne will be teaching the unit BSBWHS211 Contribute to health and safety of others.

Joanne conducted an orientation, but no class sessions have been held yet. At the orientation:

A Learning Support teacher administered an initial language, literacy and numeracy task, and

Joanne collated some personal details about each of the students from information provided by the employer and an initial interview with each student.

The employer has also provided some details about the typical workplace WHS tasks in which the students are required to participate.

TABLE 2: Overview of Unit of Competency / Workplace

Unit of Competency: BSBWHS211 Contribute to the health and safety of self and others

LLN requirements of the Unit of Competency

(from Table 1) Core Skill ACSF Level

Learning Reading Writing Oral Communication Numeracy Workplace: A healthcare facility

LLN requirements of the workplace

(provided by the employer)

Typical tasks and responsibilities include:

asking simple questions to gather information from colleagues or clients

reading job instructions, information sheets and safety signs

following verbal instructions from supervisors

following safety procedures and protocols

identifying workplace hazards and reporting appropriately

recording WHS issues and/or incidents in a simple form, writing short notes in correct sequence

attending team meetings and raise WHS issue if appropriate

monitoring personal WHS issues (e.g. fatigue, stress) and communicating to as necessary to a supervisor

Table 3 ACSF legend:

Learning L

Reading R

Writing W

Oral Communication OC

Numeracy N

TABLE 3: Learner profiles

Name Background LLN Indicator Results

(Employer and student discussions) L R W OC N

RangipaiRangipai recently emigrated from India where she just finished high school.

English is Rangipais second language and it is not spoken at home as her parents do not have any English language.

Rangipai works in the healthcare facilitys kitchens 1 1 1 2 2

Elaine Elaine works in the facilitys laundry. She has held this position for 20 years.

Elaine is a practical, hands-on person and a very competent worker: fast, efficient and accurate on the production line. Her supervisor only needs to tell her something once and she's got it. 3 2 2 3 3

Micky Micky is a young Indigenous man from a remote northern community whose third language is English

Micky has little formal education

Micky is working as a groundsman 2 2 2 2 1

Peter Peter works in the facilitys catering division assisting with Meals on Wheels for Home and Community Care

He would like to get a job with the facility as a Wardsman. 2 3 2 3 2

AjokAjok has a qualification in Graphic Design from the Philippines (her native country), and experience assisting with administrative tasks in her fathers manufacturing business (in the Philippines)

She has completed some English language training in Australia (this is equivalent to a Level I Vocational course)

Ajok is quiet and nervous about her oral communication skills.

She is currently working in the Human Resources department as an administrative assistant, but she would like to join the Marketing team. 3 2 1 2 3

James James is a driver at the facility.

He has a background in auto-mechanics and completed an apprenticeship when he was young, but he has not participated in any other formal training for 20 years. 2 3 2 3 2

Marion Marion recently left school after completing Year 10.

She suffers from anxiety and

Marion had negative experiences with learning at school which was related to a more recently diagnosed auditory processing disorder.

She is working in the facilitys laundry and is being mentored by Elaine. 1 2 2 3 1

Respond to the following five (5) questions relating to the case study.

Q1. There are a number a strategies trainers and assessors use to determine students learning/LLN needs. Joanne used three (3) sources to gather information about her student core skills needs.

Describe an advantage of each of these three (3) sources of information.

Source of information a. Advantage

LLN Indicator Tool administered by LLN specialist

Employer provided information

Individual discussions

Explain how you as a trainer can gather further information about your students core skill and describe an advantage of this method.

Source of information b. Advantage

Q2. Examine the student profiles supplied to Joanne and research the student support services that your RTO or TAFE Queensland may provide that would benefit your learners.

Record three (3) students you in Joannes position would seek specialist support for. Research the student support services that would be available to each student and describe how the students would access the service then justify why the service would be of benefit.

Student Support Service Process for student to access service Justification of service

Describe the communication strategies you would use to encourage students to take ownership

for their skill development and engage with specialist support services personnel and strategies.

Justify your communication strategies from the perspectives of both social and cultural sensitivities.

i.Communication strategy

(access specialist support)

ii. Social perspective

iii. Cultural perspective

Access a specialist support practitioner (include name, title, email) to identify appropriate strategies to support at least two (2) core skills for this learner group:

a learning strategy to support one (1) core skill need

an assessment strategy to support a second core skill need

Specialist support Details

i. Learning Support strategy

Core skill:

ii. Assessment Support strategy

Core Skill:

Describe how you would integrate each of the learning and assessment strategies into your training session.

Describe two (2) techniques you could use to evaluate your training and assessment practice when implementing the learning and assessment strategies.

Q3. After reviewing the student profiles and the LLN results, the LLN Specialist advises that several students in the group may struggle with speaking, listening and following verbal instructions because of a disability (Marion), or because English is not their first language (Rangipai, Ajok and Micky). The LLN specialist suggests some strategies for session planning and delivery to assist these students, including:

using the whiteboard as a visual aid for key points, oral explanations, and the session plan for each day

writing instructions in sequenced steps

demonstrations of workplace conventions or processes

avoiding colloquialisms and idioms

Refer to the resources in Connect, the Participant manual and the LLN What Works video series and record another four (4) strategies you could implement which would be beneficial for these students.

Q4. Joannes colleague gave her some resources on Risk Management to use in class. An excerpt from one of the resources is in the panel below. The LLN Specialist teacher reviewed the resource and discussed some modifications with Joanne because of problems related to presentation (design, formatting and layout), language use, and task complexity.

Read the excerpt and respond to the following questions21590297815Risk management

It is important to identify the hazards associated to a particular activity or event prior to it starting. This allows you to anticipate possible issues that may arise and gives to the opportunity to take preventative action and control the risks before they can have a chance to cause injury. Risk management is simply a structured and systematic approach to decision making for a range of issues including health and safety management. The risk assessment process rates the level of risk (by severity and likelihood) and is used to create a plan on how the risk will be controlled.

There are four stages of risk management which are set out in the legislation. They are: Identify hazards (a wet floor), Assess risks (may cause someone to slip or fall), Decide on controls (use 'wet floor' sign to warn people of the problem), Implement controls (place a 'wet floor' sign on the floor to control the potential for an accident), Monitor and review (This is where we check our plans and actions to ensure they achieved/ are achieving what they were supposed to). It is suggested that you will not be required to perform top end risk management activities in your role. However you will be required to report on hazards that you become aware of and assist the safety personnel in providing input into prevention and the facilitation of control measures.

00Risk management

Refer to the Universal Design and Plain English principles from the resources provided. Identify six (6) problems with the way this Risk Management resource is presented.

Complete the table below to identify one (1) example of each of the issues listed.

Briefly describe how you would change it to make the text more appropriate for the learners in the case study

Issue Example Change to

Complex vocabulary

Passive voice

Poor formatting (2nd paragraph)

Poor design

Visual presentation

Apply the changes to the copy of the following excerpt i.e. adapt the excerpt relevant to your above mentioned changes:

Risk management

Within the Risk Management excerpt is a hyperlink to the four stages of risk management.

Visit the website (https://www.worksafe.qld.gov.au/injury-prevention-safety/managing-risks/managing-risk) and consider:

What reading level is needed to engage with the website content?

What reading level is required in the unit of competency?

Compare this with the reading level of a learner e.g. Rangipai.

Review the ACSF Sample Activities or Appendix 1a to confirm the reading level needed to read the content on the website and record the different reading core skills below.

a. ACSF reading level of a learner (Rangipai)

b. ACSF reading level of the unit of competency

c. ACSF reading level to engage with the website

(Justify using ACSF description)

Q5. Joannes colleague also gave her an idea for an assessment task on risk management. The outline is below.

Risk management assessment task

Allocate a part of the building to each student (not the area they normally work in). Give them 15 minutes to wander around their allocated area looking for hazards. They should make some notes about the hazards, assess and rate the risk, decide on a control, and then note how they would implement the control. Back in class, students should present their findings to the rest of the group and receive feedback and questions.

Comment on the challenges the students in the case study may have with the above assessment task.

In your answer include the following:

The level of the relevant core skills (reading, writing, oral communication, numeracy) that would be required to complete the activity without support

A statement about particular individuals who may struggle with this task and the reasons why in relation to their ACSF levels

Possible cultural and social sensitivities this task could raise

Describe the changes you would make to the assessment task so it could be used with this learner cohort

R W OC N

a. Core skills levels required to complete the assessment activity without support: (include justification)

Reading:

Writing:

Oral Communication:

Numeracy:

R W OC N

b. Core skills levels of the learners who may struggle (include justification) Rangipai:

Micky:

Ajok:

Marion:

Describe at least two (2) possible cultural and social sensitivities this task could raise include:

Learners Concerns

Describe at least three (3) changes you would make to the assessment task so it could be used more confidently with this learner cohort.

End of Assessment

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TAEDES402 Design and Develop a Learning Program for Work Health and Safety Training in a Simulated Workplace

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TAEDES402 Design and Develop a Learning Program for Work Health and Safety Training in a Simulated Workplace

Assessment Criteria:

Task Instructions

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Order New Solution

Choose a Plan

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