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VOCATIONAL EDUCATION AND TRAINING. CURRICULUM TRAINING ASSESSING. TRAINING PACKAGES Business Information Technology Furnishing Hospitality Manufacturing Horticulture Sports and Recreation. ACCREDITED COURSES Work Readiness Work Education Workplace Practices. CURRICULUM.

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Vocational education and training

VOCATIONAL EDUCATION AND TRAINING

CURRICULUM

TRAINING

ASSESSING


Curriculum

TRAINING PACKAGES

Business

Information Technology

Furnishing

Hospitality

Manufacturing

Horticulture

Sports and Recreation

ACCREDITED COURSES

Work Readiness

Work Education

Workplace Practices

CURRICULUM


Training packages
TRAINING PACKAGES

  • Within each training package there are a range of qualifications at different AQF levels eg Certificate I, II, III etc

  • Each qualification identifies requirements such as the number of core units of competency and the number of elective units

  • Training Packages are developed with and by industry through Industry Skills Councils


Accredited courses
ACCREDITED COURSES

  • Accredited courses are developed to meet specific needs not being met by industry qualifications eg literacy, work education, Christian ministry.

  • Courses are developed, owned and accredited by organisations and permission or a licence to use them is required

  • Information relating to Training Packages and Accredited Courses can be found at www.ntis.gov.au


Aqf australian qualifications framework
AQFAustralian Qualifications Framework

CERTIFICATE I:

An individual would be able to-

  • Demonstrate knowledge by recall in a narrow range of areas

  • Demonstrate basic practical skills, such as relevant tools

  • Perform a sequence of routine tasks given clear directions

  • Receive and pass on messages and information


Units of competency key features
UNITS OF COMPETENCYKEY FEATURES

  • Elements and performance criteria

  • Required skills and knowledge

  • Range statement

  • Critical evidence

  • Assessment methods

  • Any specific context or resources


Training
TRAINING

  • Plan an activity that will provide an opportunity to gain the required knowledge and practise the required skills including employability skills

  • Map activity to unit/s of competency or specific elements

  • Determine resources required

  • Identify the evidence to gather ensuring that critical evidence requirements are met


Assessment
ASSESSMENT

  • Assessment is the process of collecting evidence and making judgements about competency

  • Competency is being able to demonstrate the identified knowledge and skills to the standard required


Principles of assessment
PRINCIPLES OF ASSESSMENT

  • VALIDITY

  • RELIABILITY

  • FLEXIBILITY

  • FAIRNESS


Assessment methods
ASSESSMENT METHODS

DIRECT OBSERVATION

QUESTIONING

THIRD PARTY EVIDENCE

EVIDENCE FROM THE LEARNER

STRUCTURED ACTIVITIES


Reasonable adjustment
REASONABLE ADJUSTMENT

Providing reasonable adjustment for learners is based on legislative and regulatory requirements.

Reasonable adjustment in the context of the legislative responsibilities of trainers and assessors, is generally associated with:

  • personal support services

  • assistive technology

  • the format of assessment materials

  • adjustment of the physical environment


Your school as an rto
YOUR SCHOOL AS AN RTO

  • What qualifications are offered?

  • What assessment methods are used?

  • How are special learning needs addressed?

  • What is your role in the RTO?

  • Do you assist in adjusting assessments?

  • Do teachers have a clear understanding of literacy and numeracy requirements of certificates level 1 and 2?


Useful websites
USEFUL WEBSITES

  • www.ntis.gov.au

  • www.aqf.edu.au

  • www.qtac.edu.au

  • www.deewr.gov.au

  • www.natinfo.com.au

  • www.vetnetwork.org.au

  • www.qsa.qld.edu.au

  • www.training.qld.gov.au

  • www.cis.qsa.qld.edu.au

  • www.education.qld.gov.au/students/placement/work/cert.html

  • http://employabilityskills.training.com.au


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