VU21353 Research Pathways and Produce a Learning Plan and Portfolio

VU21353 Research pathways and produce a learning plan and portfolio

Certificates in General Education for Adults Version 1, July 2013 State of Victoria Page 279

Unit Code VU21353

Unit Title Research pathways and produce a learning plan and portfolio

Unit Descriptor This unit develops the skills and knowledge to investigate pathway options and plan skills development, in discussion with an appropriate support person. The learner will develop and maintain a portfolio of evidence over time.

Employability Skills This unit contains employability skills.

Application of the Unit This unit applies to learners with personal, learning, employment and community participation goals. The learning plan documents an agreed program that the learner will undertake during the course to identify possible pathways, plan, document, and monitor progress towards achieving learning goals. The program will take into account the learners learning style and preferences. The learner will also develop and maintain a portfolio of evidence which documents achievement of course goals.

Element Elements describe the essential outcomes of a unit of competency. Elements describe actions or outcomes that are demonstrable and assessable.

Performance Criteria Performance criteria describe the required performance needed to demonstrate achievement of the element they identify the standard for the element. Where bold/italicised text is used, further information or explanation is detailed in the required skills and knowledge and/or the range statement. Assessment of performance is to be consistent with the evidence guide.

1 Identify potential pathways

1.1 Discuss a range of options with an appropriate adviser

1.2 Access and note information about possible options

2 Clarify learning goals

2.1 Identify learning goals in relation to identified options

2.2 Explore any additional skills requirements

2.3 Identify any gaps in current skills and knowledge

2.4 Discuss preferred learning styles

2.5 Discuss previous experiences in relation to achieving identified goals

3 Design and implement an individual learning plan

3.1 Discuss the purposes of an individual learning plan

3.2 Clarify the features and components of an individual learning plan



3.3 Determine the processes for developing an individual learning plan

3.4 Document the individual learning plan and seek approval from relevant parties

4 Prepare portfolio of completed work samples

4.1 Identify possible audiences and uses for the portfolio are identified

4.2 Identify requirements of the portfolio

4.3 Discuss types of evidence selected

4.4 Assemble examples of evidence for portfolio

5 Monitor and update the individual learning plan

5.1 Regularly review progress towards end-of-course goals and objectives

5.2 Determine factors which contributed to success in meeting goals

5.3 Identify barriers to success and propose potential solutions

5.4 Identify learning strategies which can be applied to other contexts

5.5 Evaluate individual learning plan and revise as necessary

Required Knowledge and Skills This describes the essential skills and knowledge and their level required for this unit.

Required Knowledge:

importance of documenting learning, monitoring and reviewing learning goals

potential barriers to learning to enable current and future barriers to be recognised

Required Skills:

communication and literacy skills to:

participate in the planning process to develop a learning plan discuss aspects of the learning plan such as purpose and preferred learning styles to support

development of the plan

read and interpret a range of information about potential options

apply research skills to locate information relevant to own goals and options

problem solving skills to:

gather and use information to support development of the plan

draw on previous experiences to inform development of the plan



identify, select and organise evidence for the portfolio

compare own skills to learning goals and options to identify achievable steps

self management skills to:

determine own preferred learning style

evaluate own skills and knowledge to identify gaps

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 in the Performance Criteria is detailed below.

Options may include: further study

vocational qualifications

employment

community participation

Learning goals may include: improving reading, writing and numeracy skills for a variety of purposes:

further study

employment

community participation

health and well being

support for others

self improvement

gaining new skills and knowledge

specific competencies

target qualifications

new career

career advancement

Learning styles may include: auditory

visual

kinaesthetic

reflective

Previous experiences can include:

work experience

volunteer or recreational experience

family responsibilities

study including formal schooling or informal learning



health and other personal matters

any possible barriers to completion

Purposes may include: assisting the learner to plan systematically for the attainment of goals

as a tool to monitor progress

to assist the transition of the learner to his/ her preferred options at the end of the course

Features may include: short term goals and indicators of success

long term goals and indicators of success

actions and activities to be undertaken, including monitoring arrangements

potential issues and strategies

responsibilities

timelines

Components may include: self assessment of learners needs

negotiation and development of long term goals identifying one or two short term specific objectives

determination of tasks and progress to achieve goals and objectives

agreement as to who is responsible for the implementation of each task

identification of additional support persons:

Community Advocates and Learning Partners/Indigenous community members

case workers and personal carers

career counsellors

peer support

family members

Possible audiences may include:

employers

program managers and teachers

employment agencies

self

family

Possible uses may include: documenting progress towards achievement of goals



documenting competencies

building a picture of personal attributes

identifying areas for further skill development

documenting employability skills

Requirements of the portfolio may include:

methods of organisation such as by date, topic area, unit of study

format such as on-line, folder, e-portfolio

Types of evidence may include:

collections of samples compiled by the learner

products with supporting documentation

journal/log book

Examples of evidence may include:

audience and purpose specific

evidence of proof reading for spelling and punctuation

evidence of logical order

Factors which contribute to success may include:

documenting a learning program

selecting and applying appropriate strategies

transferring learning from one area to a new area

practising new skills

accessing teacher, peers, other interested parties if necessary

Barriers may include: current life circumstances such as physical, mental, emotional or social constraints

previous negative learning experiences

cultural differences

Evidence Guide The evidence guide provides advice on assessment and must be read in conjunction with the Elements, Performance Criteria, Required Skills and Knowledge, the Range Statement and the Assessment section in Section B of the Accreditation Submission.

Critical aspects for assessment and evidence required to demonstrate competency in this unit

Assessment must confirm the ability to:

identify potential pathway options and learning goals to achieve them

undertake a self assessment of own skills and identify factors which may affect own learning

develop and document a learning plan in relation to



identified goals, maintain a portfolio, and monitor and update the learning plan when necessary

Context of and specific resources for assessment

Assessment must ensure access to:

on-going access to appropriate persons and support resources to assist with development of the plan

access to information about further study options, employment opportunities

Assessment of performance requirements in this unit is best undertaken over the course of the program so learning goals can be reviewed and amended.

Method(s) of assessment The following assessment methods are suitable for this unit:

oral or written questioning using interviews or self assessments to assess knowledge of the purpose of learning plans and potential barriers to the achievement of identified goals

direct observation of the learner participating in the process of developing and monitoring a learning plan or completing tasks for the portfolio

portfolios to assess evidence of how identified goals have been met consisting of :

collections of samples compiled by the learner

product with supporting documentation

journal/log book

third party reports from other teachers or support staff detailing learner performance and / or achievement

Documents

VU21353 Research Pathways and Produce a Learning Plan and Portfolio