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SkillsTech Australia
15TH MARCH 2013
INS TRUCTIONAL INTE LLIG E NCE Simon Brown [email protected] 0408 521 826
Instructional Intelligence 13/03/2013
1
SkillsTech AustraliaTeacher Induction Program
15th March 2013
Instructional IntelligenceSimon Brown
9:00 – 10:15
• Pedagogy
• Classroom
Management
10:15 – 10:45
• Morning tea
10:45 – 12:25
• Learning and
assessment cycle
• Inclusive learning
The Godgy Brothers
• Pedagogy
– the science and art of education
• Andragogy
– learning strategies focused on adults
• Heutagogy
– the study of self-determined learning
Maslow’s Hierarchy of Needs
(organiser)
Esteem
Social
Safety
Physiological
Heutagogy
Andragogy
Pedagogy
Self-actualisation
Instructional Intelligence 13/03/2013
2
Sage on the Stage Vs. Guide on the Side
Pedagogy
• “Leading the child”
• Instructor
– develops conceptual knowledge
– manages the content of learning activities
Cognitive learning theory
(Piaget, Bruner, Vygotsky)
– recognize, recall, analyze, reflect, apply, create,
understand, and evaluate
Andragogy
• “Leading the man”
Humanist learning theory (Maslow, Rogers, Glasser)
Malcolm Knowles’ Six Assumptions:
• Need to Know– Adults need to know the reason for learning something
• Foundation – Experience (including error) provides the basis for learning activities
• Self-concept – Adults need to be responsible for their decisions on education; involvement in
the planning and evaluation of their instruction
• Readiness – Adults are most interested in learning subjects having immediate relevance to
their work and/or personal lives
• Orientation – Adult learning is problem-centred rather than content-oriented
• Motivation – Adults respond better to internal versus external motivators
Instructional Intelligence 13/03/2013
3
Double loop learning
Heutagogy
• “Self-directed learning”
Constructivist learning theory
(Dewey, Montessori, Kolb)
– learning how to learn
– double loop learning
– universal learning opportunities
– a non-linear process
– true learner self-direction
Concept attainment (strategy)
Pedagogy
Andragogy
Heutagogytrue-learner self-direction
understand
universal-learning-opportunities
analyze
apply
create
double-loop-learning
evaluate
foundation
learning-how-to-learn
motivation
need-to-know
non-linear-process
orientation
readiness
recall
recognize
reflect
self-concept
Click and drag components to match the learning approach
Instructional Intelligence 13/03/2013
4
Pedagogy Y-Chart (tactic)
Sounds like…Feels like…
Looks like…
awesome
Andragogy Y-Chart (tactic)
Sounds like…Feels like…
Looks like…
Heutagogy Y-Chart (tactic)
Sounds like…Feels like…
Looks like…
Instructional Intelligence 13/03/2013
5
Organisers
Concepts
Tactics
Strategies
Skills
Instructional Intelligence
(Co-operative Learning)
Think – Pair - Share (tactic)
Question for reflection and discussion:
In the context of students learning skills in
your own trade area, is it better for them to
Compete or to Co-operate?
1. Think about this question for about thirty seconds
2. Discuss your thoughts with your partner for about one minute
3. If you are comfortable, share your partner’s views on this matter with the group for no longer than one minute
The Johnsons’ 5 Basic Elements of
Effective Group Work (concept)Responsible
for own
learning
Willing to
support
others
Small group
seating
Social skills
Communication skills
Critical thinking skills
Opportunities
for reflection
Assessing
group effort
Goal Role Resource Incentive
Outside force
Environment
Group identity
Sequence
Simulation
Instructional Intelligence 13/03/2013
6
http://my.tafe.qld.gov.au
Staff Induction 2013
http://my.tafe.qld.gov.au
Staff Induction 2013
http://my.tafe.qld.gov.au
Staff Induction 2013
Instructional Intelligence 13/03/2013
7
http://my.tafe.qld.gov.au
Staff Induction 2013
http://my.tafe.qld.gov.au
Staff Induction 2013
Morning tea 10:15 – 10:45
Instructional Intelligence 13/03/2013
8
Enrolment
evidence
Participation
evidence
Assessment
evidence
Enrolment selection form
Training plan
Academic transcript
Class roll
Assessment tool
COS & Grade Report
Scenario
You are a shopfitting teacher and one
of your apprentice shopfitter
students has completed
CPCCJN3005A Cut and install glass
during his first week of Group 6
training at Acacia Ridge campus.
The student was late on the first day,
left early (with his employer's
permission) on the second day, and
satisfactorily completed the
assessment items on the third day.
The student satisfactorily
demonstrated underpinning
knowledge and skills throughout this
time.
Task
Use the attached information and
forms to record evidence of the
student's enrolment, participation
and assessment in
CPCCJN3005A Cut and install glass
Recording evidence
Proving evidence
Record evidence
• Enrolment
• Participation
• Assessment
Prove evidence
• Enrolment
• Participation
• Assessment
Swap enrolment/participation/assessment documents with
another group.
Use the attached AVETMISS Audit Checklist
to check the compliance of each member
regarding the student’s enrolment, participation and assessment
in CPCCJN3005A Cut and install glass
Inclusion
Inclusive learning: A way forwardhttp://training.qld.gov.au/training-organisations/support/inclusive-learning.html
Resources:
• Booklet
• Framework strategy
• Wall poster
Instructional Intelligence 13/03/2013
9
Graffiti (tactic)
Topic
ideas
ideas
ideas
ideas
What is
Inclusive
Learning?
Place Mat (tactic)
Topic
ideas
ideas
ideas
ideas
How do we create
an Inclusive
Learning
environment?
Jigsaw (strategy)
Learners bring existing
knowledge and skills
Being inclusive is everyone’s
responsibility
Everyone learns
differently
Five core skills
underpin all learning
Instructional Intelligence 13/03/2013
10
Inclusive learning: A way forward
Actions for Teachers/trainers
Study the resources and report how you and
your training delivery team will embed these
four principles into day-to-day practice:
1. Everyone learns differently
2. Being inclusive is everyone’s responsibility
3. Learners bring existing knowledge and skills
4. Five core skills underpin all learning
Resources
• Anti-Discrimination Act 1991
• Code of Conduct for the Queensland Public Service
• principles of equity and diversity as outlined inPOL005 - Equity and Diversity
• SkillsTech Australia Equity and Diversity policy
• Department’s Equity and Diversity resources page at http://training.qld.gov.au/information/equity-diversity/index.html
• Reasonable Adjustment in teaching, learning and assessment for learners with a disability - a guide for VET practitioners
• Inclusive Technology factsheets
• Training and Work: inclusive environments (2009)
PLEASE COMPLETE THE
EVALUATION SURVEY
Thank you for your participation today.
Wishing you many years of happy teaching
Simon Brown
0408 521 826
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Activity 4. Slide 10 Pedagogy Y Chart (group activity)
Y Chart activity: One member from each group takes a turn at leading
Pedagogy Looks like… Sounds like… Feels like…
Activity 5. Slide 11 Andragogy Y Chart (group activity)
Y Chart activity: One member from each group takes a turn at leading
Andragogy Looks like… Sounds like… Feels like…
Activity 6. Slide 12 Heutagogy Y Chart (group activity)
Y Chart activity: One member from each group takes a turn at leading
Heutagogy Looks like… Sounds like… Feels like…
Activity 7. Slide 14 Think – Pair – Share (group activity)
Question for reflection and discussion: In the context of students learning skills in your own trade area, is it better for them to Compete or to Co‐operate?
Think about this question for about thirty seconds
Discuss your thoughts with your partner for about one minute
If you are comfortable, share your partner’s views on this matter with the group for no longer than one minute
Activity 8. Slide 22 Roll marking (individual activity)
Scenario You are a shopfitting teacher and one of your apprentice shopfitter students has completed CPCCJN3005A Cut and install glass during his first week of Group 6 training at Acacia Ridge campus. The student was late on the first day, left early (with his employer's permission) on the second day, and satisfactorily completed the assessment items on the third day. The student satisfactorily demonstrated underpinning knowledge and skills throughout this time. Task Use the attached information and forms to record evidence of the student's enrolment, participation and assessment in CPCCJN3005A Cut and install glass
Activity 9. Slide 23 Roll auditing (group activity)
Swap enrolment/participation/assessment documents with another group Use the attached AVETMISS Audit Checklist to check the compliance of each member regarding the student’s enrolment, participation and assessment in CPCCJN3005A Cut and install glass
Activity 10. Graffiti (tactic) (group activity)
On a large sheet of paper, draw the Graffiti layout. Take one minute to think about the topic “What is Inclusive Learning”, and take one minute to write your thoughts in your own individual section. One person in each group (nominated by the group) takes one minute to present a summary of the group’s findings to the other groups.
Activity 11. Place Mat (tactic) (group activity)
On a large sheet of paper, draw the Place Mat layout. Take one minute to think about the topic “How do we create an Inclusive Learning environment”, and take one minute to write your thoughts in your own individual section. One person in each group (nominated by the group) writes common findings in the centre of the sheet.
Activity 12. Slide 33 Jigsaw strategy (group activity)
Study the resources and report how you and your training delivery team will embed four inclusive learning principles into day‐to‐day practice:
1. Everyone learns differently
2. Being inclusive is everyone’s responsibility
3. Learners bring existing knowledge and skills
4. Five core skills underpin all learning
TAFE Queensland - “Anything is possible with TAFE”
Enrolment Selection FormStudent Number (if known) Family Name Given Names Date of Birth
/ /
Reduced fees may be available for some students. Evidence is required at time of enrolment to obtain reduced fees. Overdue fees must be paid or enrolment will be refused. Payment option must be indicated.
/ Expiry date Cardholder’s name
$Amount Cardholder’s signature
*(Not available at all institutes)Credit Card Visa Mastercard *Amex
Payment Options
CashIn Person only
EFTPOSIn Person only
Cheque/ Money Order
STUDENT DECLARATION (please read carefully)• IagreetoabidebytheTAFEQueenslandRulesandRegulationsandInstitutePolicy(availablefromtheInstitute)
and acknowledge that facilities made available for my use will be used only in accordance with the principles of proper use and relevant rules.
• Iconfirmtheaccuracyoftheinformationprovided.• IunderstandImustprovideevidenceofconcessioneligibilityatthetimeofenrolment.Subsequentevidencewill
not be accepted.Ifundertheageof18years,thisformmustbesignedbyaparent/guardiantocompletethisenrolment.ThisincludesconsentforthestudenttohaveaccesstotheInternetthroughTAFEQueensland.
Student’s Signature:Date / /
Issuesmayarisebeyondtheinstitute’scontrolwhichaffectitsabilitytodeliverprograms.Whilsteveryeffortwillbemadetoconductallprogramsasadvertised,theinstitutereservestherighttochangeorotherwisereviseanyprogramrelatedissuesincludingprogramsoffered,classtimetables,classlocationsandteacherallocations. The institute will make every reasonable attempt to advise students of any changes made to their selected program. The details in this document are correct at the time of printing.
Parent/Guardian’s Signature:(Ifstudentunder18years) Date / /
Student’s Signature:Date / /
Centrelink Concession Validation Consent - Health Care Card (HCC) or Pensioner Concession Card (PCC) issued by Centrelink.DoyouauthoriseTAFEQueenslandtoconfirmwithCentrelinkthedetailsthatyouhaveprovidedmatchwithCentrelink records and whether you are still receiving a Centrelink benefit? (This consent can be revoked at any time)
If‘Yes’,completethefollowing:NoYes
Student’s cardholder no. (CRN)
IfstudentisalisteddependantonaHCCorPCC,theprimarycardholderoftheHCCorPCCmustalsogiveconsenttotheabove check. (This consent can be revoked at anytime.)
Primary cardholder Name:(as it appears on the card)
Primary cardholder no. (CRN)
If‘Yes’,completethefollowing:NoYesConsent grantedCard TypeHCC
Card TypePCC
Primary cardholder’s Signature: Date / /
Of the following categories, which BEST describes your main reason for undertaking this course/traineeship/apprenticeship? Tick ONE box only.
To get a job To develop my existing business To start my own business
Totryfordifferentcareer Togetabetterjoborpromotion Itwasarequirementofmyjob
Iwantedextraskillsformyjob Togetintoanothercourseofstudy Forpersonalinterestor
Other reasons
Expiry Date: /
Privacy StatementPersonal information collected as a result of your enrolment will be used by the Department for general student administration and vocational education and training administration and regulation; as well as departmental planning, reporting,communication, research,evaluation, financialadministration(includingdebt recovery),auditingandmarketing.Onlyauthoriseddepartmentalofficersandotherauthorisedpersons(e.g.serviceproviders, fundingrecipients)haveaccess to thisinformation.YourpersonalinformationmaybedisclosedtoAustralianandStateGovernmentauthoritiesandagencies.YourpersonalinformationmaybesharedwithotherQueenslandTAFEInstitutesinwhichyouenrolorapplytoenrol.Ifyouareaschool-basedapprenticeortrainee,yourpersonalinformation,attendancedetails,progressandresultswillbedisclosedtoyourschoolandtheQueenslandStudiesAuthority.YourresultsmaybedisclosedtotheQueenslandTertiaryAdmissionsCentre.Ifyouareanapprentice/trainee,yourpersonalinformation,attendancedetails,progressandresultswillbedisclosedtoyouremployerorhostemployer.Ifyouareundertheageof18yearsyourpersonalinformation,attendancedetails,progressandresultsmaybedisclosedtoyourparent/guardian.IfyouarestudyingataQueenslandInstituteofTAFEtowardsyoursecondaryeducation,yourpersonalinformation,attendancedetails,progressandresultswillbedisclosedtoyourschool,QueenslandStudiesAuthorityandEducationQueensland.Nofurtheraccesstoyourpersonalinformationwillbeprovidedwithoutyourconsent,unlessauthorisedorrequiredunderalaw.PleasecontacttheenrollingTAFEInstituteifyouwishtoaccessoramendanyofthepersonalinformationonthisformorifyouhaveaconcernorcomplaintaboutthewayyourpersonalinformationhasbeencollected,used,storedordisclosed.
SendInvoiceto employer (must attach authority letter)
Daytime Phone No.
Card Type HCC
Card Type PCC
Are you claiming a Fee Concession, or Exception?
Yes No
Under17 DVD Blue Card
Under18(Sec.Subject) ATSI
Extreme financial hardship
Isyouremployee,sponsorpayingfortheTAFEcourse
Yes No
Ifyestickthereleventboxes,evidencetobesupplied at time of enrolment
InvoiceNo:
Office Use Only
Online Check
Card Sighted
Verified by: .....................................................Date: / /
ISAS350Version5(09/2009)
self development
NW/EDS/AR/2013
Please place an 'X' in the boxes beside the classes you wish to enrol in. Fees Listed below are current as of 01-JAN-2013. Check at time of enrolment that the fees have not changed. This estimate includes GST where applicable.
DP Number: 0000292871 CPC31808 Certificate III in Shopfitting(CSF)
0000292871 Full Fee Conc Fee $268.80 $268.80
SkillsTech Australia charge an additional General Utility Fee of $35.00 percalendar year to be paid at time of enrolment.
Program : CPC31808-Certificate III in ShopfittingPlan : 2489 Shopfitting Institute : SkillsTech Australia
Page 1 of 2
Course/Class Details Institute Campus Enrol
CPCCJN3005A Skillstech Australia Acac Ridge
4336/0606506065 Cut and install glassStart Date End Date01-Jan-2013 31-Dec-2013 16.00 Hrs $25.60 $25.60Day First Date Time Start Time End Facility
Page 2 of 2
CPCCSH2002A Skillstech Australia Acac Ridge
4336/0606606066 Alumnium sections-fabricationStart Date End Date01-Jan-2013 31-Dec-2013 40.00 Hrs $64.00 $64.00Day First Date Time Start Time End Facility
Page 2 of 2
CPCCSH3002A Skillstech Australia Acac Ridge
4336/0606706067 Setout/fabricate shopfrontStart Date End Date01-Jan-2013 31-Dec-2013 56.00 Hrs $89.60 $89.60Day First Date Time Start Time End Facility
Page 2 of 2
CPCCSH3003A Skillstech Australia Acac Ridge
4336/0606806068 Assmble/instal shopfront entryStart Date End Date01-Jan-2013 31-Dec-2013 40.00 Hrs $64.00 $64.00Day First Date Time Start Time End Facility
Page 2 of 2
CPCCCA3014A Skillstech Australia Acac Ridge
4336/0606906069 Construct bulkheadsStart Date End Date01-Jan-2013 31-Dec-2013 16.00 Hrs $25.60 $25.60Day First Date Time Start Time End Facility
Page 2 of 2
Day of the Week Mon Tue Wed Thu Fri or Mon Mon Mon Mon Mon
Date
Student No. SessionStudent Name 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20
Teacher/Tutor Initials
Totals
Manual Participation Record
Folder Number: DP Number:
Training Centre:
Teacher Instructions: Complete roll daily. Enter a tick for Present, A for Absent and L for Late. Use only Blue or Black ink. No white out. Total each column daily and initial. Complete Details of Work Covered for each session. If a student is absent on a continuous basis notify Educational Delivery Support.
QF016AIssue Date 04/12/2012
Unit Code/s:
Class Number/s:
Description:
This Institute Form is a Controlled Document and becomes Uncontrolled when downloaded or reproduced.Procedure Reference: QP312 Participation and Results Management 1
© The State of Queensland (Department of Education and Training) 2011 This Institute template is a controlled document and becomes uncontrolled when downloaded or reproduced. Once completed by student, this entire document must remain with SkillsTech Australia UNITCODE/s_insert assessment ref_V[insert] Date: Page 1 of 3
Assessment Cover Sheet QT209
Issued 22/09/11
Fields marked with an asterisk * are mandatory Written Practical Other
STUDENT TO COMPLETE THIS SECTION
*Student Name: *Student
Number:
Student Email:
Student Mobile:
*Student Statement of Original Authorship I state that this assessment is entirely my own work and has been completed according to the instructions provided. I understand that an academic penalty will be applied for cheating, such as intentionally copying someone else’s words or ideas and submitting them as my own, or having someone else write this assessment in whole or in part. Where appropriate, if I have used the words or ideas of another person or source in my assessment, I have referenced and credited the person or source.
*Student Signature: ………………………………………………………. *Date: ……../………/ 20……
Student Confirmation of Assessment Feedback Student signature is obtained at teacher’s discretion
I have received feedback on this assessment.
Student Signature: ………………………………………………………. Date: ……../………/ 20……
*Unit of Competency Code/s: CPCCJN3005A
*Unit of Competency Name/s: Cut and Install Glass
*Element(s) covered:
Program Code / Name: (optional) CPC31811 / CPC31911
*Assessment number: 1 of *Number of pages attached:
Assessment name: (optional) Speciality/Stream: (optional)
*Assessment due date: *Date received:
Training Centre:
ASSESSOR TO COMPLETE THIS SECTION
Was reasonable adjustment applied to this assessment? If yes, write details in comment field below Yes No
*Assessor’s comment/feedback to student: If insufficient space, record on reverse
*ASSESSMENT OUTCOME ( appropriate box)
Satisfactory
Unsatisfactory – Resubmission date (if applicable) ……. /……. / 20…….
First submission
Second submission
Supplementary (Apprentices / Trainees only)
*Assessor’s Name: ………………………………………………………………….
*Assessor’s Signature: ………………………………………………………………*Date: / / 20 Privacy StatementSkillsTech Australia collects the information on this form for the purpose of recording and providing feedback to students. Only authorised departmental officers have access to this information and if you are an apprentice/trainee, your grades will be disclosed to your employer. If you are under the age of 18 years your personal information, attendance details, progress and grades may be disclosed to your parent/guardian. Your personal information will not be disclosed to any other third party without your consent, unless authorised or required by law, in accordance with the Information Privacy Principles.
This Institute template is a controlled document and becomes uncontrolled when downloaded or reproduced. Once completed by student, this entire document must remain with SkillsTech Australia CPCCJN3005A_PA[1 of 4]Part]_V[1] Date: Page 2 of 3
Practical Assessment QT103 Issued 02/11/09
Name of practical task/project:
Time allowed for task/project:
Instructions for supervising teacher: Explain / demonstrate the task/s to be performed Advise student of assessment process and criteria Issue documentary resources for task e.g. worksheet / job card / plans / specifications
Purpose of Demonstration (task):
Instructions to Student
You are required to:
Complete task/s within the time allowed Use safe work practices, including use of PPE, throughout the task
Conduct a JSEA of work area
Draw a full size set-out of project, showing overall length, width, height and thickness.
Compile a cutting list / material take off, from set-out.
Cut glass for project using appropriate tools and techniques.
Assemble glass pieces using silicone sealant.
Clean the glass.
Clean up work area and put away tools and equipment.
Materials and Equipment: 4 mm float glass, acetic cure silicone, glass cutting equipment.
This Institute template is a controlled document and becomes uncontrolled when downloaded or reproduced. Once completed by student, this entire document must remain with SkillsTech Australia CPCCJN3005A_PA[1 of 4]Part]_V[1] Date: Page 3 of 3
Student Name:
Observation:
During the demonstration of skills the student satisfactorily:
First Attempt Second Attempt
Yes No Yes No
1. JSEA of work area conducted
2. Use of appropriate PPE and safe work practices, adhered to. As per OHS procedures
3. Full size set-out of project is drawn, showing overall length, width, height and thickness. +/- 1mm
4. Cutting list / material take off prepared from set-out (0mm)
5. Appropriate tools for task selected and checked for serviceability, faults reported.
6. Material is selected and marked out for cutting
7. Appropriate techniques used, to cut glass to size and dress edges ready for assembly.
8. Glass assembled, sealed and secured in position.
9. Project cleaned up, excess silicone removed.
10. Tools checked, maintained and faults reported, tools put away.
11. Work area cleaned up. Recyclable material sorted and stored. Waste material and debris removed and disposed of safely.
12.
13.
14.
15.
The student’s demonstration was:
Satisfactory Not Satisfactory Date: / /
Supplementary verbal questions: The student satisfactorily answered the following questions:
First Attempt Second Attempt
Yes No Yes No
16.
17.
18.
Unit Code:
Unit Descriptor:
Class No:
Student Number Student Name Result
0 0
0 0
0 0
0 0
0 0
0 0
0 0
0 0
0 0
0 0
0 0
0 0
0 0
0 0
0 0
Teacher Name: ISAS Operator Name:
Teacher Signature: ISAS Operator Signature:
Date:
DP Number: 0Training Centre:
Folder Number:
0
0
Teacher Instructions: A result must be produced for all students (Note: Some students may not be undertaking all units).The completed grade and cos report must be placed in the participation record folder and fowarded to Educational Delivery Support immediately upon completion of training.
Comments
COS & Grade Report QF016BIssue Date 04/12/2012
Date:
This Institute Form is a Controlled Document and becomes uncontrolled when downloaded or reproduced.Procedure Reference: QP312 Participation and Results Management 1 of 2
AVETMISS - Internal Audit Checklist QF384 Issued 12/12/2012
This Institute Form is a Controlled Document and becomes Uncontrolled when downloaded or reproduced. Page 1 of 2
AVETMISS Audit Checklist
Student Name: Sample ID:
Form completed by: Date:
Academic History Yes No
Are the student details (name & student number) the same?
Is the competency listed on the Academic History exactly the same? *1
Do the SOS and COS dates on the Audit Cover sheet match the Academic History?
(If no, check for other enrolments in the same competency) *2
Is the result the same?
(If no, check for other enrolments in the same competency) *2
Class delivery participation evidence (ISAS Rolls / QF016 series)
Is there a roll?
Is the student name and student number listed on the roll? (hand written is acceptable)
Is the competency exactly the same (code and / or title) in the roll? *1
Is the first date of attendance for the student equal to or after the SOS date?
Is the last date of attendance for the student before or equal to the COS date?
Does each attendance clearly denote attendance status? (e.g. , A, L)
Has each column been dated and initialled by the teacher?
Are all the columns on the roll totalled? (Note: for clustered delivery totals must represent unit/module interaction (totals in ISAS Cluster rolls must represent participation in units/modules and not the number of students in the class)
Have all changes made for any student been initialled and dated?
On-line delivery participation evidence
Has evidence of participation been provided?
Is the student name and student number listed on the participation evidence? (hand written is acceptable)
Is the competency exactly the same (code and / or title) in the database / tracker? *1
Is the evidence at individual competency/module level (and not at a cluster level)?
Is the first date of participation for the student equal to or after the SOS date?
Is the last date of participation for the student before or equal to the COS date?
Is there evidence of educational content being delivered specific to the competency? (e.g. learning, assignment, assessment)
Is there evidence relating to the date/s and duration/s of the access for the competency/module?
Vocational Placement participation evidence
Has evidence of participation been provided (QF098)?
Is the student name and student number listed on the participation evidence?
Has attendance been signed off by placement person?
Is the first date of attendance for the student equal to or after the SOS date?
Is the last date of attendance for the student before or equal to the COS date?
Notes: *1 – Competency codes must match exactly ie. MEM09005B is not the same as MEM09005A *2 – Check ISAS to identify specific class using Class Number on AVETMISS Audit Cover Sheet. *3 – A study guide (delivery schedule) must be provided in all cases regardless of the result given.
AVETMISS - Internal Audit Checklist QF384 Issued 12/12/2012
This Institute Form is a Controlled Document and becomes Uncontrolled when downloaded or reproduced. Page 2 of 2
Yes No N/A
Assessment Evidence
Has an Assessment Summary (QT110 / QT111) / Assessment Cover Sheet (QT209/QF209C) been provided?
Are the student details (name & student number) the same?
Is the competency exactly the same (code and / or title)? *1 (on page 1)
Was this competency delivered as part of a cluster? *3 (on page 1)
If clustered delivery, has the final outcome (i.e. J / M) been recorded at individual competency/module level? (and not for the overall cluster)
Is the teacher’s name on the Assessment Summary (QT110 / QT111) / Assessment Cover Sheet / Assessment Matrix and have they signed and dated it?
Have all changes made by a teacher been initialled and dated?
Has the final outcome (i.e. J/M) been recorded?
Workplace Assessment / Flexible Delivery
Has evidence of assessment been provided?
Is the competency exactly the same (code and / or title)? *1 (on page 1)
Are all dates (attendance and sign-off) within the SOS and COS date?
Does the contact sheet (e.g. QF125); email; diary notes identify educational content discussion at an individual competency/module level?
Have all changes made by a teacher / supervisor been initialled and dated?
Has the final determination of competency (i.e. J / M) been stated, signed and dated by assessor?
Comments
Instructions: • For archiving retrieval assistance complete QF364 Archive Retrieval Request • Complete AVETMISS Audit Checklist • Make one (1) copy of the evidence of participation, Study Guide / Competency Guide (if clustered
delivery), Assessment Summary, Assessment Cover Sheet, Assessment Matrix and where applicable the student’s assessment / vocational placement evidence
• Use a yellow highlighter and highlight the student name, number, competency code, SOS, COS in the evidence
• Attach AVETMISS Audit Cover Sheet and Academic History to evidence highlighting student name, number and competency code
• Check evidence and sign / date cover sheet • Staple the evidence together – (do not use plastic sleeves) • Forward a copy of all evidence to the Educational Delivery Support Manager / Business Manager daily –
do NOT send in internal mail
Teac
hers/trainers
Polic
y-m
akers and funders
Reg
iste
red
train
ing organisations
Thelearner
Policy-makers and funders
1. Introduce performance measures on inclusive learning for RTOs
2. Ensure funding arrangements do not penalise delivery to learners needing extra time or support
3. Review processes for triggering support
4. Prioritise professional development on inclusive learning
5. Establish governance arrangements
Teachers/trainers
Embed four principles into day-to-day practice:1. Everyone learns
differently2. Being inclusive is
everyone’s responsibility3. Learners bring existing
knowledge and skills4. Five core skills underpin
all learning
Inclusive learning: A way forward
Inclusive learning is about a fair go for everyone, and it’s everyone’s responsibility
Actions for: Registered training organisations
1. Understand differences in the learner cohort
2. Access skills and expertise in addressing difference
3. Listen to the learner4. Help learners choose an
appropriate learning pathway5. Develop the core skills of
learners
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