TasTAFE Training and Assessment Strategy

Transcription

1 Section 1.0 Business Centre Details Business Centre: Foundations Business Centre Manager: Alison Horch Educational Team Leader(s) Jenny Seaton,Annette Griffin name: Section 2.0 Qualification / Accredited Course Structure Program name Literacy2,Numeracy 2,Skills Update,Prison Program Code and title of Certificate 1 in Access to Work and Training 10088N Version 3 qualification / unit(s) / accredited course Training package / accredited course code and title Qualification/ Certificate I in Access to Work and Training accredited course packaging rules To be awarded a Certificate I in Access to Work and Training, competency must be achieved in hours of units of competency as specified below: Completion of one (1) core Unit of Competency from Group 1 (20 hours). NSWTPLG107A Plan for education and employment Completion of at least 240 hours of elective Units of Competency as specified below: Must include at least 160 hours of elective units of competency from Group 2 AEET Framework Units of Competency as detailed below: Must include at least 120 hours from Subgroup 1- AEET Level 1 Units NSWTNMY132A NSWTNMY133A NSWTPBL101B NSWTNMY134A NSWTPLG101B NSWTNMY113B NSWTLRN105B NSWTPSS104B NSWTSUS109A NSWTSUS111A NSWTSUS118A NSWTPLG103B NSWTPLG104B NSWTPLG105B Use basic calculations Use basic measurements Use basic problem solving strategies Read basic graphs, charts and tables Gather, organise and record information Make informed personal financial Apply learning Strategies at work Demonstrate awareness of workplace safety issues and Processes Identify strategies for lifelong learning Access a community learning group Prepare healthy basic foods to support personal sustainability Plan a short project Review a short project Carry out a Short project Page 1 of 8

2 NSWTSUS110A NSWTSPG102B NSWTSPG101B NSWT RDG113A NSWTWTG112A Contribute to group goal setting Give,and respond to instructions in everyday contexts Speak clearly in everyday contexts Use Reading Skills and Use Writing Skills TasTAFE has determined that the above units will be offered in the delivery of this program. The selection of units has been based on meeting local industry needs and confirmation of the availability of TasTAFE resources, equipment and teaching staff vocational competence. The packaging rules allow for the selection of electives other than those listed above. In cases where the program structure is modified or in response to individual student needs and recognition applications, the Educational Team Leader will approve unit changes ensuring that TasTAFE has the required resources/equipment/materials and vocationally competent teachers as required. Details relating to co-requisite and pre-requisite requirements are listed in the validated Qualification Checklist. CRICOS registration Program duration Program location/s No This program runs annually, commencing in February and finishing in early December. This program allows multiple entry and exit points (continuous enrolment). The program duration may vary depending on the needs and the learning paces of students. Some students may complete all the requirements in a year, where others will require more time, and will enrol in the program again the following year/s Bathurst Street Campus and Risdon Prison Licensing Outcomes N/A Section 3.0 Clients and Support Client group(s) and specific client needs This qualification is designed for any adult (16 +) who require basic employability skills and knowledge and are operating at ACSF level 2+ to 3 would like to improve or refresh their Literacy, Numeracy, Communication and/or basic computing skills, including specialised units for specific career pathways,in Work,Training or further Study. Page 2 of 8

3 seek a pre-vocational pathway to employment, training or community engagement. articulate into further education and training at AQF levels 1 and 2 e.g. Certificate II in Skills for Work and Training, and relevant Training Package qualifications, depending on vocational units of competency successfully completed. Specific support services available for the identified client group(s) The Foundations team provides assistance to students to access the range of support services available to them. Where necessary teaching assistants are assigned specifically to this programme. The Disability Liaison Officer allocates assistance as and where needed on a case by case basis. Learners have access to in class support teachers and student counsellors. Teachers work closely with case workers and referral agencies where appropriate. General TasTAFE support services available to all students Transitioning arrangements for students (as applicable) Entry requirements TasTAFE provides a range of support services including: language, literacy and numeracy support; disability support; child care support; financial advice; Aboriginal and Torres Strait Islander support. Further information is available in the Student Handbook, Student Information Brochure and the TasTAFE website. This course replaces Certificate I in Access to Work and Training, TAFE NSW code: 9071, National Course code: 91349NSW. There are no formal entry requirements for this qualification Selection process To ensure students are placed in courses at the appropriate ACSF level,students are invited by appointment to undertake a Pre Training Assessment with Foundations staff to gauge the most appropriate level for commencing their learning. Students may bring along case workers, carers, parents or other support people to assist with this process. Information and placement is via appointment for rolling intake.at Risdon Prison,inmates undergo Literacy and Numeracy Assesment by their Case Manager on admission. Students identified from this Prison procedure are then placed in the appropriate course. Page 3 of 8

4 International Student Not applicable support Section 4.0 Training and Assessment Arrangements Recognition Recognition in the form of RPL and Credit Transfer is offered to students prior to enrolment. All clients must be informed about recognition as an option when they enrol. It doesn t matter how a person has developed current skills and knowledge, if they feel that they have the skills and knowledge required in some units, or parts of units, then they must be offered an opportunity to prove/demonstrate these to an assessor. Requests for recognition is virtually non-existent for this qualification because entry level is based on current skills determined by a pre-training interview and assessment.however, where a student does request recognition, this could be granted based on the presentation of a portfolio of relevant evidence, including testamurs or statements from employers, work samples, participation in an interview, or the student may choose to complete assessments, prior to undertaking any training. Training delivery Many learners who enrol in this course may be very dependent learners. In their previous learning experiences they may have been heavily reliant on assistance, from other learners, friends and relatives, and/or the teacher. For such learners, face-to-face delivery may be the most successful mode of delivery until independent learning skills are developed. Literacy and numeracy in this qualification is delivered in an integrated and holistic way through undertaking the execution of authentic real life tasks. They underpin vocational, employability and learning to learn competencies The program will be delivered through: Flexible mix of literacy, numeracy and employability units Theme based learning, with emphasis on practical, hands-on and relevant learning activities, to meet individual and/or group skills, learning needs and goals. Face to face: standard classroom and equipment including access to computers This qualification will be offered at the Bathurst St Campus and selected units at Risdon Prison Detailed information about the structure and sequencing of this program are outlined in the training related plans and timetables. Training resources are located on the O drive/training And Assessment Strategies/Resources and Equipment Checklist Page 4 of 8

5 Assessment A range of assessment methods are used for each unit or cluster of units when assessing competence. Assessment methods used for this program include: Integrated projects Portfolios Journals or diaries Questioning (written and/or verbal) Observation/Demonstration/Simulation Work samples Evidence collection methods will closely reflect the needs of the particular learner groups including: people with disabilities people who may have literacy or numeracy difficulties speakers of languages other than English Assessment activities have been developed to meet the specific evidence requirements of each unit of competency as per the Course details. TasTAFE Assessment Packages consist of various components including assessment tasks, instruments, student and assessor instructions, evidence criteria, competency mapping, decision making rules and recording and reporting requirements. Assessment resources associated with this program including assessment plans and assessment packages are located on the Odrive/Assessment Packages /2014 Assessment policies and procedures are accessible on the TasTAFE Intranet. Assessment validation Both pre-assessment validation of assessment packages and post-assessment validation is undertaken. The Assessment Validation Policy and Procedure and Assessment Validation Checklist are located on the TasTAFE Intranet and outline the requirements of teaching teams to systematically coordinate and validate packages. Evidence of pre-assessment validation for this program is located in Validated Tasks Folder in Staff Room Level 4 Bathurst Street Monitoring arrangements and continuous improvement strategies Future validation sessions : See Assessment Validation Schedule on O drive. TasTAFE is committed to the ongoing monitoring and improvement of programs to ensure that student and industry needs continue to be met. A range of feedback and evaluation methods are utilised for this program and include: The Quality Indicator Learner and Employer Questionnaires; Teaching team specific student feedback processes (end of unit, end of Page 5 of 8

6 course evaluations); TasTAFE Feedback Centre accessed via the web ( ); Feedback from teaching staff (documented in meeting minutes); TasTAFE internal audits; External audits; Feedback is collected, analysed and actioned on a planned and systematic basis. Identified actions are documented in teaching team Continuous Improvement Plans. The TasTAFE Continuous Improvement Policy and Guide are located on the TasTAFE Intranet. Pathways Pathways from this course include: Employment, further education and training requiring reading, writing, numeracy and learning skills at ACSF Levels 2-3 Training Package Qualifications at AQF Levels 1 and 2 Certificate II Skills for Work and Study Certificate II in Skills for Work and Training Section 5.0 Human and Physical Resources Training and assessment staff delivering this program All trainers and assessors must meet the training and assessment and vocational requirements specified in both the Standards for NVR Registered Training Organisations (SNR) and the relevant Training Package/Accredited Course. TasTAFE trainer/assessor and competence policies and procedures are located on the TasTAFE Intranet. TasTAFE has documented procedures in place outlining the training and assessment and vocational competence requirements of teachers including requirements for those teachers delivering training under supervision and co-assessing. Competence is verified and documented as per the procedure and evidence of continued competence development and currency is monitored by Educational Team Leaders. Educational Team Leaders are required to retain up to date files for each teacher. Trainer(s)/Assessor(s) delivering this program Training and Assessment Competencies (TAE) Vocational Competencies Maria Fracalossi TAE B.Ed Page 6 of 8

7 Geoff Cumberland TAE Wendy Stothers TAE Graduate Diploma of Education Literacy and Language Education University of SA Graduate Diploma in Education Teaching English to Speakers of Other Languages University of SA NZ Dept. of Education Trained Teacher s Certificate Partnering Agreements Resources and equipment requirements N/A As part of TasTAFE s program planning and development processes, teaching teams undertake a review of all required resources/equipment and facilities. This process ensures that required resources and equipment have been identified and will be available to deliver selected units. The resources and equipment identified for this program and available at each delivery site are listed in the Resource and Equipment Checklist located on Odrive/Training&Asssessment Strategies/Resource and Equipment Checklist Students are advised prior to enrolment that they are required to supply or obtain access to the following resources and equipment:a pen,folder/writing paper/notebook Section Administration Stakeholder consultation strategy This has been developed by Literacy and Numeracy South in consultation with industry. The industry is Education and the TAAS describes the stategy and procedures for stand alone,face to face delivery. Educational Team Leader(s) responsible for updating this TAAS Jenny Seaton Annette Griffin Page 7 of 8

8 TAAS Review Date November 2014 This document was created using TAAS template Version 1.0 (02/12/2013) produced by Quality Management and Compliance. Page 8 of 8