Facilitator guide - tle.westone.wa.gov.autle.westone.wa.gov.au/content/file/94c810a5-1189-4... ·...

VBQU142: Research pathways and produce a learning plan and portfolioVBQU143: Implement and review a project

© WestOne Services 2010 COMM1085

Facilitator guide Be in it ... skills for daily life.

Supporting delivery of the Certificate II in General Education for Adults

VBQU142: Research pathways and produce a learning plan and portfolio

VBQU143: Implement and review a project


Page 1 of 12© WestOne Services 2010 COMM1085

Facilitator guide

IntroductionThis resource supports delivery of the 21773VIC Certifi cate II in General Education for Adults. It provides content and activities that align with the following two units.


Note: See page 11 for other related resources.

The resource is designed for facilitated learning and requires ongoing support for the learner. This may include:• additional meaningful learning experiences within appropriate contexts• extension activities• collaborative activities• discussion forums.

Activities in the resource can be used to assist in the assessment process as they enable learners to produce evidence of their skills and knowledge. However, the resource does not specifi cally support assessment of the competencies. Assessment requirements are the responsibility of the RTO in accordance with AQTF standards and requirements for competency-based assessment.

Minimum requirements

IBM compatible PCPentium III 1000MHz1 GIG RAM

Operating systemWindows OS X v10.3

BrowserFirefox 2.0Internet Explorer 6Safari 2.0

Note: You may need to disable ‘pop-up blocking’ software for this website.

Apple Macintosh700 MHz1 GIG RAM

Plugins Flash player 9Adobe PDF reader 6.0

RecommendationsScreen resolution 1024 x 768Access to a printer



Facilitator guide

Using this resourceThis resource: • can be used to assist in face-to-face teaching, remote or online learning • assumes an intermediate level of computer literacy amongst learners.

The target learners typically are individuals who may: • have limited literacy and numeracy skills• require a qualifi cation in this area to enable them to undertake further study• require ‘English as a Second Language’ skills.

It is important to ensure that your learners are provided with adequate support and are suffi ciently computer-literate before they attempt to use this resource.

Each topic has been designed as a ‘stand-alone’ component. That is, there is no scaffolding from one topic to the next. Although the topics can be given to learners in any order, you will need to be aware of each learner’s prior knowledge and skills to determine whether they have the ability to successfully complete the topic.

All interactive resources included in this resource are printable or include a printable version. These can be used for learners who have limited computer literacy. The numerous documents, activities and examples can also be used in a classroom, either for working individually or in groups.

Because facilitator-focused instructions are not included in the content of this resource, you will need to develop a strategy for communicating with your learners and providing direction to the activities.

It is recommended that the facilitator allocates time to work through the resource to ascertain the section/s appropriate for their learners. Additional material may need to be provided for learners to enable them to achieve competencies.

About this facilitator guideThis guide explains the structure and features of the resource and describes the underpinning learning design. To assist in planning for your learners, the guide includes a description of the sections, sub-sections and activities found within each topic.



Facilitator guide

Structure and featuresThis resource has been designed around day-to-day activities the learner is likely to experience. It aims to provide:

1 a range of activities that relate to everyday life and experiences the target audience is likely to encounter

2 a navigational structure which allows the learner to begin the topic according to their learning needs or work sequentially.

The core units each consist of one ‘How to’ topic, with each focussing on a concept.

The ‘How to’ topics included in this resource are:

• How to research and plan your learning

• How to do a project.



Facilitator guide

The main page

When learners fi rst open a ‘How to’ topic they are able to view the content of the topic at a glance.

On each ‘How to’ topic main page you will fi nd the following:

Simple instructions on how to use the resource.

An overview to outline what is included in the topic.

Links to all the ‘Practise your skills’ activities in the topic.

1

3

2

1

3

2

Key



Facilitator guide

The main page (continued)

Each topic is divided into a logical set of sections.

Each section may contain several sub-sections.

7

4

5

4

5

Key



Facilitator guide

Key features

The content in each section and sub-section has been ‘chunked’ for online learning and is presented in one or more of the following styles:

the minimal content the learner needs to know

an opportunity to further explore the topic

to reinforce content

an extra layer of content for interested learners

an opportunity to apply what a learner has learnt

Practise your skills



Facilitator guide

Learning designThe design provides learners with two key pathways within the resource.

1. a non-linear learning pathway for learners with prior knowledge wishing to check their knowledge and skills

These learners can access the ‘Practise your skills’ option immediately. If needed, they can also access any section of the ‘How to’ by choosing an accordion.

2. a scaffolded learning pathway providing a range of resources and a consistent approach to assist and motivate learners

These learners can make their way through each of the sections and sub-sections as they are set out on the main page. The ‘Practise your skills’ activities are embedded within these sections following explanations and examples of concepts/learning points. These learners may require more guidance from a facilitator.

Learning sequence

The learning sequence contains the following elements:

1. Introduction which includes: • Overview: outlines what will be covered in the topic.

2. Explore/Engage which may include: • Discover: an opportunity to further explore the topic or aspects of the topic• Example: reinforces the content • More information: an extra layer of content for interested learners.

3. ApplyPractise your skills: an opportunity to apply what has been learned, or to check understanding.

Description of ‘How to’ topics

The following pages outline the following for each ‘How to’:• sections• sub-sections• ‘Practise your skills’ activities.

Please note: Not all sections have sub-sections and not all sub-sections have‘Practise your skills’.



Facilitator guide

1 How to research and plan your learning

Unit of competency

VBQU142: Research pathways and produce a learning plan and portfolio

There are two topics in this ‘How to’.

Sub-Section Section Practise your skills

How you learn Thinking styles Thinking style questionnaireMy thinking style

Sensory modes Sensory mode questionnaireMy sensory modes

Strong intelligences Seven intelligences questionnaireMy strong intelligences

My learning profi le

Learning pathways

What suits you?

Making decisions Who can help me?

Setting goals My goals

My learning optionsMy career optionsCareer interview



Facilitator guide

2 How to do a project

Unit of competency VBQU143: Implement and review a project

There are four topics in this ‘How to’.

Sub-Section Section Practise your skills

Decide Project proposal

Plan Project plan

Implement Project journal

Evaluate Project evaluation



Facilitator guide

AssessmentThe resource supports the assessment process as learners will be producing evidence of their skills and knowledge as they work through the content and activities provided. However, it does not specifi cally support assessment of the competencies, as assessment requirements are the responsibility of the RTO in accordance with AQTF standards and the requirements for competency-based assessment.

Employability skillsEmployability skills are also sometimes referred to as generic skills, core skills, essential skills, capabilities or key competencies.

This resource provides opportunities for learners to produce evidence of employability skills. For specifi c requirements refer to the 21773VIC Certifi cate ll of General Education for Adults course information.



Facilitator guide

Related resourcesResources have also been developed to align with other units from the21773VIC Certifi cate II in General Education for Adults qualifi cation.

Unit titleUnit ‘How to’ topics

VBQU144 and

VBQU148

Engage with texts of some complexity for personal purposes

Create texts of some complexity for personal purposes

How to read textsHow to take notesHow to write creativelyHow to apply for a jobHow to write narrativesHow to write a resumeHow to write a business letter How to write instructions How to write persuasively

VBQU145 and

VBQU149

Engage with texts of some complexity for learning purposes

Create texts of some complexity for learning purposes

How to read textsHow to take notesHow to write a business letter How to write instructions How to write persuasively How to write an article How to write an essay How to write a report

VBQU152 Investigate and interpret measurements and related formulae for everyday purposes

How to measure length How to measure perimeter and circumferenceHow to measure areaHow to measure volumeHow to work with anglesHow to work with scale

VBQU153 Investigate, interpret and produce numerical and statistical information

How to collect and organise dataHow to use tables and graphs How to work out averages

The units and their topics can be selected according to the needs of the individual RTO. They are IMS packaged, meaning they can be uploaded into any Learning Management System (LMS). Contact your local administrator for guidance.

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