Course Title: Foster and promote an inclusive learning culture

Part B: Course Detail

Teaching Period: Term1 2009

Course Code: TCHE5125C

Course Title: Foster and promote an inclusive learning culture

School: 360T Education

Campus: City Campus

Program: C4177 - Certificate IV in Training and Assessment

Course Contact : Maria Dimitrakopoulos

Course Contact Phone: +61 3 9925 4933

Course Contact Email:maria.dimitrakopoulos@rmit.edu.au

Name and Contact Details of All Other Relevant Staff

Nominal Hours: 10

Regardless of the mode of delivery, represent a guide to the relative teaching time and student effort required to successfully achieve a particular competency/module. This may include not only scheduled classes or workplace visits but also the amount of effort required to undertake, evaluate and complete all assessment requirements, including any non-classroom activities.

Pre-requisites and Co-requisites

There are no formal entrance requirements for this course. However, applicants are required to have effective language, communications and interpersonal skills and the ability to write a range of documentation.

Course Description

The Certificate IV in Training and Assessment is the current industry standard, nationally-recognised qualification for educators who are delivering training and assessment in the vocational education sector.
It specifically covers concepts related to teaching and assessing within the VET context. The Units of Competency in the Certificate IV cover a range of training skills including: preparing and presenting training sessions, developing training programs, evaluating and assessing trainees to ensure learning outcomes have been achieved.

National Codes, Titles, Elements and Performance Criteria

National Element Code & Title:	TAAENV402B Foster and promote an inclusive learning culture
Element:	01 Practise inclusivity
Performance Criteria:	• Individual differences and clients with particular needs are acknowledged, respected and valued • Personal perceptions and attitudes about difference are examined and revised to improve communication and professionalism • Principles underpinning inclusivity are integrated into all work practices • The training and/or assessment organisation's access and equity policy is used to guide work practices • Individuals' rights and confidentiality are respected
Element:	02 Promote and respond to diversity
Performance Criteria:	• The ground rules for participation and behaviour with colleagues and clients are established through a cooperative, agreed process • Individuals are encouraged to express themselves and to contribute to the work and learning environment • Individuals are provided with opportunities to indicate specific needs to support their participation in learning and work • Relevant research, guidelines and resources are accessed to support inclusivity • Verbal and body language is sensitive to different cultures and backgrounds and differences in physical and intellectual abilities
Element:	03 Develop and implement work strategies to support inclusivity
Performance Criteria:	• Documented resources to support and guide inclusive practices are identified and used to inform work strategies • Support persons are identified and included in the work and learning process where appropriate and agreed to • Relevant professional support services are identified and accessed, as appropriate • Any physical environment support needs are acknowledged and incorporated into work practices, where practicable and approved by appropriate personnel • OHS issues associated with inclusivity are identified and addressed • Inclusiveness is modelled in work performance
Element:	04 Promote a culture of learning
Performance Criteria:	• Support and advice is provided to colleagues and clients to encourage new and ongoing participation in learning opportunities • The benefits of learning are explored with colleagues and clients • Learning and competency achievement is recognised and rewarded in the work and/or learning environment • Opportunities to develop own and others generic skills are identified • Multiple pathways to achieve own and others future learning goals are discussed
Element:	05 Monitor and improve work practices
Performance Criteria:	• Effective work practices to enhance inclusivity and a learning culture are identified • Conscious actions are taken to modify and improve work practices • Strategies and policies to support inclusivity are regularly reviewed as part of continuous improvement processes • Proposed changes to relevant strategies and policies are documented and reported to higher management

Learning Outcomes

Details of Learning Activities

Students will study the principles and skills involved in training and assessment through a range of classroom based and out of classroom based activities. The use of ‘real world’ examples will assist students throughout the course to contextualise the course content.

Classroom learning will be active. Students will individually, in pairs, in small groups and with the whole group have the opportunity to :
• reflect on and discuss key concepts.
• apply concepts to current training situations.
• make presentations to the class
• participate in case studies and problem solving scenarios
• research using the internet

The training material and assessment tasks also aid in the development of skills and reflection and consolidation of the learning.

In the delivery of material in this program, the trainer models effective training methods and practices. Students are encouraged to critically examine teaching strategies and identify potential application for their teaching situation. This means that learning happens on two levels: through the actual content and the experience of the course delivery

Teaching Schedule

Provided to the participant before the program commences

Learning Resources

Prescribed Texts

References

Other Resources

Overview of Assessment

Assessment will take place throughout the course. You work will be assessed on a competent/not yet competent basis – it will not be graded. Work in class and out of class is assessed. It will include:
• Individual assignments, projects and presentations
• Group projects

Assessment task list are provided for each Module – this will include ‘in class’ tasks and individual projects out of class time

Assessment Tasks

Assessment will take place throughout the course. You work will be assessed on a competent/not yet competent basis – it will not be graded. Work in class and out of class is assessed. It will include:
• Individual assignments, group tasks and presentations
• workplace projects

Assessment task list are provided for each Module – this will include ‘in class’ tasks and individual projects out of class time

Assessment Matrix

A student must demonstrate an understanding of all elements of a particular competency to be deemed competent. Assessment methods have been designed to measure achievement of each competency in a flexible manner over a range of assessment tasks.
Assessment will incorporate a variety of methods including technical requirements documentation, homework and in class exercises, written tests, practical problem solving exercises and practical tests. Students are advised that they are likely to be asked to personally demonstrate their assessment work to their teacher to ensure that the relevant competency standards are being met

This program covers fourteen competencies required for the TAA Certificate IV. An assessment matrix containing the competencies and their elements is matched against the assessment tasks submitted by each student.

Course Overview: Access Course Overview