Working with Training Packages and Units of

CompetencyTo develop good training and assessment

Kerrie-Anne Sommerfeld

I don’t understand…………I’d like to know …………….I’m here to ………………….

What about you?

Training Packagenationally endorsed

qualifications + units

of competenc

y + assessment requiremen

ts for a specific

industry e.g. ICT -

Information and

Communication

TechnologyNo. of

qualifications – 32

No. of skill sets - 27

Qualifications & Skill Setsdifferent qualification

s and skill sets are

made up of units

grouped or packaged together

according to set rules

e.g. ICT50415 - Diploma of Information Technology Networking

Total number of units - 16

5 core units plus 11 elective units

Units of Competency

Specify what people need to do and know to be deemed competent in a defined workplace skill

e.g. ICTNWK511 Manage Network Security

How many Training Packages are there?

How many Training Packages are there?

66

New TP(endorsed)

Qualifications

Units of competency

Assessment requirements for each unit of competency

Formal credit arrangements VET to Higher Ed

Training Packages – old and new

Mandatory

Optional

Who develops TP (or used to develop them..)

Industry Reference Committees

Skills Service Organisations

COAG Industry and Skills Council

TP endorsed by

Supported by

Using TPs to meet client needs – what

qualification to choose?

Prospective client:

Runs a chain of shops selling high end household products

What they want:

To develop the skills of 8-10 of their senior retail assistants in management of their shops. Includes ordering stock, managing a small team of staff, understand legal requirements and minimising risk, assist with business planning and marketing.

The staff profile:

Age range: 24 – 55Gender mix: 80% female 20% maleExperience: minimum of 2 years retail environment experience. All have been employed by the client for a minimum of 12 months. Some have a CIII qualification in retail servicesLiteracy and numeracy skills: good written and verbal communication skills. Not sure about numeracy skills.

Preferred method of training:Are able to provide staff 1 day/fortnight to attend face to face training at the company office.

Confirm any questions you have re client training need

Look for suitable qualifications either by:

Going directly to relevant Training Package and/or Search the myskills site

List possible qualifications to discuss with client, include

the typical volume of learning for the qualification

Identify and confirm relevant elective units of

competency

Unit of competency (new TP)

Application

Elements and PC

Foundation Skills

Unit mapping information

Links to Companion Volume Implementation guide

Units of competency – old and new

New Units of competency

CHCECE003 Provide care for children

This unit describes the skills and knowledge required to ensure children’s physical and emotional well-being is maintained and their self-sufficiency is nurtured.This unit applies to people who work with children in a range of early education and care services.

The skills in this unit must be applied in accordance with Commonwealth and State/Territorylegislation, Australian/New Zealand standards and industry codes of practice.

Unit Application

Elements and Performance criteria (PCs)

Elements Performance Criteria

1. Describe the different types of social media tools and applications

1.1 Explain the characteristics of the term ‘social media’

1.2 Identify different types of social-media tools and applications

1.3 Illustrate some of the issues associated with the use of social media tools and applications

2. Compare different types of social media tools and applications

2.1 Select one social media type to review

2.2 Review the most popular tools, and applications, within that social media type

2.3 Itemise the benefits across a range of the most popular tools and applications

ICTWEB201 - Use social media tools for collaboration and engagement

Foundation Skills

CHCECE003 Provide care for children

The Foundation Skills describe those required skills (language, literacy, numeracy and employment skills) that are essential to performance.

• Oral communication – in order to interact calmly and positively with families and children

The remaining foundation skills essential to performance are explicit in the performance criteria of this unit.

Map explicitly listed foundation skills to your assessments to make sure they are covered

Foundation Skills

This section describes language, literacy, numeracy and employment skills incorporated in the performance criteria that are required for competent performance.

Skill Performance Criteria DescriptionReading 1.2, 2.2 Extract the relevant information from technical and organisational

documentsWriting 1.1, 2.2, 2.3, 3.3, 3.4, 3.6 Develop the content in a manner that supports and conveys

information, using the appropriate structures and specialised language

Navigate the world of work

1.3 Understands legal and ethical responsibilities, regarding the use of social media tools

Get the work done 2.1, 2.2, 2.4, 3.1, 3.2, 3.5, 3.6 Makes routine decisions and implements standard procedures for routine tasks Understands the purposes, specific functions, and the key features of common digital systems and tools, and operates them effectively to complete routine tasks

ICTWEB201 - Use social media tools for collaboration and engagement

If this section states the foundation skills are embedded/incorporated in the performance criteria – no need to map separately

ACSFAustralian Core Skills Framework

• Learning• Reading• Writing• Oral Communication• Numeracy

CSfWCore skills for work developmental framework

• Navigate the world of work• Interact with others• Get the work done

Foundation Skills

Unit mapping information

Code and title

current version

Code and title

previous version

Comments Equivalence status

ICTWEB201 Use social media tools for collaboration and engagement

ICAWEB201A Use social media tools for collaboration and engagement

Updated to meet Standards for Training Packages

Equivalent unit

ICTWEB201 - Use social media tools for collaboration and engagement

Links to companion volume

Implementation guide(mandatory)

•Information on the key features of the Training Package and the industry that will impact on the selection of training pathways

Learning strategies guide

•Learning strategies guidance, describing the diversity of learners and•learning strategies

Knowledge Guide

•Knowledge guidance, identifying contextual information such as knowledge requirements and resources

Assessment strategies guide•Assessment strategies, providing guidance on implementation of assessment requirements

New Assessment Requirements for

Units of Competency

SFLDEC003 Design complex floristry productsEvidence of the ability to complete tasks outlined in elements and performance criteria of this unit in the context of the job role, and:design these complex floristry products:• two custom-made complex floristry products in response to customer briefs• products to be fully constructed and displayed on-site at the floristry business:• one complex display or stock item• one complex window display• one large scale corporate display including components to be constructed off-

site at the floristry business and assembled and displayed at corporate site

Performance evidence

SFLDEC003 Design complex floristry products

• intricacies of current and emerging trends for floral designs and their use in complex products• intricate characteristics and interrelationships of the elements and principles of

design, and their effects on the style and function of complex floristry products:

elements of design:• texture• form• colour• space• line

Knowledge evidence

SFLDEC003 Design complex floristry products

Skills must be demonstrated in a floristry design, preparation and product construction environment. This can be:• an industry workplace• a simulated industry environment operated within a training organisation.

Assessment must ensure use of:• computers to record design details and job specifications• sketching materials and tools

Assessors must satisfy the Standards for Registered Training Organisation’s requirements for assessors, and:• hold a qualification or Statement of Attainment in Floristry which includes this unit of competency or

equivalent; and• have worked as a florist in the industry for at least three years where they have applied this unit of

competency or equivalent.

Assessment conditions

Unit of competency (new TP)

Application

Elements and PC

Foundation Skills

Unit mapping information

Links to Companion Volume Implementation guide

Mapping assessments to Units of competency

Does this map to the unit?

BSBCMM401 Make a presentation

Assessment task: Project/ReportIdentify a topic to present to your colleagues (40 minutes) and document the following to hand to your assessor:Presentation aim/s, intended audience, presentation/session plan, resources, the technique and format chosen and why you chose it, information to provide others to deliver the presentation and your evaluation method for the presentation.

1 Prepare a presentation 1.1 Plan and document presentation approach and intended outcomes

1.2 Choose presentation strategies, format and delivery methods that match the characteristics of the target audience, location, resources and personnel needed

1.3 Select presentation aids, materials and techniques that suit the format and purpose of the presentation, and will enhance audience understanding of key concepts and central ideas

1.4 Brief others involved in the presentation on their roles/responsibilities within the presentation

1.5 Select techniques to evaluate presentation effectiveness

CHCECE003 Provide care for children

Assessment task: Scenario Provide a scenario of a child in distress at separation from the family and ask students how they would respond to the child and family

5. Settle new arrivals 5.1 Observe families and children for signs of stress/distress on arrival

5.2 Begin interaction with the child while family is still present to minimise abruptness of separation

5.3 Encourage the family to take as much time as needed to have a relaxed, unhurried separation from their child

5.4 Respond to child’s distress at separation from the family in a calm reassuring manner

TLIF3087A – Follow OH&S and environmental procedures in the rail industry

Assessment task: Scenario – demonstration and questions Students are given a realistic and challenging workplace scenario in which they need to identify the safety hazards and environmental risks prior to undertaking a typical task. They are also asked ‘what if’ type questions around injury and controlling risks common to the rail industry sector.

1. Follow workplace procedures for hazard identification and risk control

1.1 Workplace procedures for dealing with environmental incidents,accidents, fires and emergencies are known and followed

1.2 Workplace procedures for OHS&E and related work instructionsfor controlling risks in a workplace are followed

1.3 Hazards in the workplace are identified and appropriate actionis taken to report them and to minimise or eliminate risk topersonnel, workplace and the environment

ICTNWK529 - Install and manage complex ICT networks

Assessment task: ProjectStudents are given a challenging workplace scenario in which they are given a security issue that a client needs fixing. They are to scope the security risks the client may face and provide at least one solution to the client. They must then design the solution and document information on how they will implement it.

Performance evidence

• design and implement an appropriate security strategy for a complex network

SHBBMUP002 - Design and apply make-upAssessment tasks: Project and EssayStudents are given 3 different client case studies including photographs and background information and asked to design and record a make up plan for each

Performance evidence

design and record make-up plan for each client specifying details of:areas requiring corrective make-upclient image and occasioncolour analysis and designcontraindications to make-up servicesfacial shapehighlighting and shadingproducts and application techniquesskin types and conditions

Knowledge evidencefactors which influence the application of make-up:

facial shapes and their relationship to elements and principles of make-up designeffects of natural light and artificial light on cosmeticscolour design principles:colour wheelprimary, secondary, tertiary, complementary and grey scale colourstonal value, hue and shade

Students then must write a 1000 word essay on the different facial shapes, the principles of make up and colour design as well as the effect of lighting on make up

I don’t understand…………I’d like to know …………….I’m here to ………………….

Have these been addressed?

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