RPL+Questions+2+-+5

// 2. Where do you source information to keep up to date with your training package, or accredited course, and VET sector (e.g. AQTF and AQF changes) updates? //
 * Q2. **

> (for accredited courses and other sector info)
 * http://training.com.au/ (for info on AQTF)
 * http://www.aqf.edu.au/(AQF)
 * http://www.ntis.gov.au/ (training packages)
 * http://www.vetinfonet.det.wa.edu.au/home/
 * http://www.isc.org.au/
 * college intranet
 * * NTIS
 * VETInfoNet
 * College Intranet
 * Australian Qualification Framework Website
 * Australian Quality Training Framework Website
 * Dept. Training & Workforce Development website & publication.
 * training.com.au
 * Future Now
 * IBSA
 * TAC ||  ||

// 3. How have you used your RTO’s policies and procedures in the design of the delivery and assessments? //
 * Q3. **


 * Academic Practice @ Central (P04A)
 * Academic templates
 * TAS documents
 * Learner needs checklist
 * Guidelines for Academic documents (WI095A1)
 * Academic Practice Policy (PCY04)
 * * Academic Practice @ Central.
 * Academic Templates.
 * Training and Assessment; Strategy and Guidelines
 * Guidelines for Academic Documents
 * Assessment Policies and Procedures at Central
 * Assessment Appeals Policy and Procedure
 * Student Needs Checklist
 * Moderation & Validation of Assessment ||  ||


 * Q4. **** - EXAMPLE ANSWER ONLY (from Pat Salay) **

// 4. What strategies did you use to identify characteristics of your learners and how have you accommodated these characteristics in the delivery and assessment strategies of your learning programs? //

I have used the learner needs checklist (F04A3) at the beginning of the semester, to determine if there are any students with special needs. I also talk to my students and encourage them to talk to me about their requirements. I have discussions with my students about where they have come from and what, if any, relevant skills and experience they have brought to the unit.

I use a range of teaching styles in order to include the various learning styles of students:
 * I use PowerPoint presentation to engage with visual learning and use graphics that are relevant to the class and screen shots of actual software that I may be teaching to make it meaningful.
 * I speak to the students and describe the lessons purpose and stages for those students that better use their listening skills for learning.
 * I give out written instructions and worksheets for students that are more suited to reading for their learning
 * I do demonstrations of the software I am going to teach and then have hands on workshops for the students that find participation more suited to their learning styles
 * I incorporate a mix of all of these different delivery methods in both deliver and when assessing the students, and monitor constantly their understanding and take note of which methods are working best and modify my program to suit.

When assessing my students I demonstrate the task I will be assessing, I give them written instructions, I discuss with the class the requirements and I get them to practice before the assessment is due.

I also encourage students to discuss with me if they are having problems with their understanding or ability to complete assessments and work with them to find a solution.


 * Q5.- **** EXAMPLE ANSWER ONLY (from Pat Salay) **

// 5. How have you met the Language, Literacy and Numeracy (LLN) requirements of the programs? //  I use the learner needs checklist (F04A3), to allow students the opportunity to identify any needs they may have, this allows me to tell them about support services within the college that are available to them such as CAVSS or USIQ.  I ensure that the unit is being assessed at the correct AQF level to ensure that the language is at the correct level. I also introduce the students to the appropriate industry terminology so they can communicate in a meaningful way with the instructions.  During our orientation day with the students they are given details about how to access the various student support services around the college.  I am constantly asking students if they understand what I, the lecturer, am telling them and to ask questions and then check that they understand the answers, if they don’t I present the answer in a different way to support there learning.

I have classes that have a lot of international students, so I speak more slowly and try to keep my language simple, I sometimes ask if they understood a word I used, and give further explanation if they indicate they did not understand.

I check with industry the appropriate terminology and language requirements for the job tasks and I look at the employability skills for the program to guide me as to the appropriate level for the program.