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.
Purpose may include:
developing vocational competency or vocational skills
developing language, literacy and numeracy skills
developing general education
meeting legislative, licensing and registration requirements, such as OHS requirements.
Other training specifications may include:
curriculum specifications
product specifications
organisational work requirements and training needs
induction needs
language, literacy and numeracy development needs
regulatory and licensing requirements.
Vocational education and training policies may include:
policies and procedures set by national organisations, such as the National Quality Council
Australian Quality Training Framework
other relevant policies.
Delivery strategies may include:
focus of delivery in terms of size and type of group
context of delivery, for example:
in the workplace
in a training room
in a community setting
mode of delivery, for example:
face-to-face
online
blended delivery mode
delivery methods, for example:
lock-step, learner-paced and mixed
interactive, participative and collaborative
blended delivery methods.

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:
design, develop and review learning programs within the VET context
prepare and develop a minimum of two learning programs:
that contain differentiated learning program designs to reflect particular needs, contexts and timelines
at least one of which must be based on competency standards or accredited courses and must cover at least one entire unit of competency or accredited course module.

Context of and specific resources for assessment
Evidence must be gathered in the workplace whenever possible. Where no workplace is available, a simulated workplace must be provided.

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).