Elements and Performance Criteria

RANGE STATEMENT
The range statement relates to the unit of competency as a whole. It allows for different work environments and situations that may affect performance. Bold italicised wording, if used in the performance criteria, is detailed below. Essential operating conditions that may be present with training and assessment (depending on the work situation, needs of the candidate, accessibility of the item, and local industry and regional contexts) may also be included.
Learning practice may be:
applicable pedagogy or learning theories and their relationship to the vocational, training and educational strategies, techniques and approaches that can be used to improve learning
Relevant individuals may include:
employers
employees, staff
government agencies and departments
industry associations, employer bodies
industry representatives
learners/students
national Industry Skills Councils
professional associations
regulatory, licensing, compliance authorities
research agencies
state and territory industry training advisory bodies
subject or technical specialists and experts
unions
universities
Appropriate learning theories may include:
action science
applied learning models
behavioural learning theory
cognitive learning theory
constructivist
discovery learning
humanistic
information processing theory
problem-based
situational
social learning
Instructional design principles may include:
application of adult learning principles
inclusion of a variety of approaches and techniques for presenting information and activities and for encouraging participation by learning
need for learner activity and interactivity
opportunities for review of material and repetition
presenting material in a logical order and sequence
presenting material in order of increasing difficulty
structuring information effectively
Qualification requirements may include:
relevant Training Package qualification packaging rules
Australian Qualifications Framework (AQF) guidelines for qualifications, including:
key features of each qualification
guidelines for each qualification title
national guidelines on cross-sector linkages
issuing a qualification
Australian Quality Training Framework (AQTF) Standards for State and Territory Registering/Course Accrediting Bodies
levels and aspects of communication as described in the National Reporting System (NRS)
Learner styles may include:
activist
auditory
global, analytical
kinaesthetic
left and right brain
pragmatist
theoretical
reflective
visual
Learning strategies would include:
being logical, innovative and engaging to the learner group
establishing the learning context
identifying learner and client needs
identifying the delivery and assessment arrangements
identifying units of competency or other criteria which best reflect these needs
indicating pathways to, from and within the qualification; identifying the operational resources needed to deliver the strategy
outlining the learning framework which has been designed and sequenced to maximise learning
providing a review process both before and after implementation
Training techniques may include:
demonstration
group, pair and team activities
individual activities
instruction and explanation
practice
questioning
written information
Learner characteristics may include:
cultural background and needs
employment status
language, literacy and numeracy requirements
level of formal schooling in Australia or overseas
level of maturity
past learning experiences
preferred learning styles
specific needs, physical or psychological
Research may be compiled through:
evaluations of existing products
focus groups
informal discussions
internet
interviews
literature reviews
questionnaires
workshops

EVIDENCE GUIDE
The Evidence Guide provides advice on assessment and must be read in conjunction with the performance criteria, required skills and knowledge, range statement and the Assessment Guidelines for the Training Package.

Overview of assessment

Critical aspects for assessment and evidence required to demonstrate competency in this unit
Evidence of the following is essential:
knowledge of adult learning practice
construction of pedagogically sound contextually relevant learning strategies and improved learning practice
research on theory and practice in relation to advanced learning practice, especially where these are enabled by new content solutions, vocational, training and educational approaches, or technologies.
Context of and specific resources for assessment
Assessment must ensure:
competence is consistently demonstrated over time, and over a range and variety of complex situations
access to required assessment facilities and resources.
Method of assessment
A range of assessment methods should be used to assess practical skills and knowledge. The following examples are appropriate for this unit:
direct questioning combined with review of portfolios of evidence and third party workplace reports of on-the-job performance by the candidate
review of applied projects or learning activities, relating to the research, construction and testing of advanced learning practice for a specific target audience and learning content in a given vocational, training and educational context
direct observation of contextual application of skills
oral or written questioning to assess knowledge of constructing and implementing advanced vocational, training and educational learning practice.
Guidance information for assessment
Holistic assessment with other units relevant to the industry sector, workplace and job role is recommended, for example:
BSBINN801A Lead innovative thinking and practice
BSBLED701A Lead personal and strategic transformation
BSBLED702A Lead learning strategy implementation.