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 program documentation may include:
competencies or other benchmarks to be achieved
for each chunk or segment of the learning program:
specific learning outcomes derived from the benchmarks
overview of content to be covered
learning resources, learning materials and activities
delivery methods
number and duration of training sessions or classes required, and overall timelines
OHS issues to be addressed in delivery
identification of assessment points to measure learner progress
assessment methods and tools to be used to collect evidence of competency, where assessment is required.
Session plans may include:
outline of objectives and content to be addressed
plan of delivery methods and learning activities to be used within the session
timelines and duration for each learning activity
formative assessment points and opportunities
learning materials required.
Inappropriate behaviour may include:
violent or inappropriate language
verbal or physical abuse or bullying
insensitive verbal or physical behaviour towards other learners or the trainer/facilitator, including cultural, racial, disability or gender-based insensitivities
dominant or overbearing behaviour
disruptive behaviour
non-compliance with safety instructions.

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
Assessment must address the scope of this unit and reflect all components of the unit. Arange of appropriate assessment methods and evidence-gathering techniques must be used to determine competency. A judgement of competency should only be made when the assessor is confident that the required outcomes of the unit have been achieved and that consistent performance has been demonstrated.

Critical aspects for assessment and evidence required to demonstrate competency in this unit
Evidence of the ability to:
facilitate group-based learning by preparing and delivering a series of training sessions, including:
at least two consecutive sessions, of a duration commensurate with a substantive training session (e.g. 40-60 minutes), that follow one of the learning program designs
at least one session delivered to a different learner group, with evidence of how the characteristics and needs of this group were addressed
identify and respond to diversity and individual needs
access and use documented resources and support personnel to guide inclusive practices.

Context of and specific resources for assessment
Evidence must be gathered in the workplace wherever possible. Where no workplace is available, a simulated workplace must be provided.
Assessment must ensure access to:
training products, such as training packages and accredited course documentation.

Method of assessment

Guidance information for assessment
For further information about assessment of this and other TAE units, refer to relevant implementation guidance published on the IBSA website (www.ibsa.org.au).