Accredited Training: Learner Orientation

Transcription

1 Accredited Training: Learner Orientation Ver: May17

2 Welcome and Aknowledgement The office of Network is located on the lands of the Gadigal people of the Eora nation. We acknowledge the Elders as custodians of the land where we learn and work.

3 Network Learning: Key contacts Hollie Manager, Learning and Assessment Available: Tuesday, Wednesday, Thursday. Uma Training Administrator Monday Friday Phone: General Learning Enquiries: Questions about Assessments:

4 Network s Accredited Training Registered Training Organisation Network RTO is currently approved to deliver nationally accredited qualifications and units of competency for these qualifications: Certificate IV in School Age Education and Care (CHC40113) Diploma of School Age Education and Care (CHC50213) As an RTO, we are required to comply with the requirements of the VET Quality Framework, including the current Standards for Registered Training organisations A copy of these Standards is available from from Other laws that apply include: Education and Care Services National Law and Regulations 2011 Work Health and Safety Act 2011 Traineeships are covered by the Apprenticeship and Traineeship Act 2001 Child Protection Act 1999 (Qld) Children and Young Persons (Care and Protection) Act 1998 (NSW) Privacy Act 1988 and Amendments Discrimination legislation.

5 Essential Reading before you begin the course: The learner handbook has been ed to you and is available on the website. Please ensure that you have taken time to read it and ask any questions that arise. Relevant policies and procedures are located on the website under the Training section

6 RPL & Credit Transfer Every RTO in Australia must offer RPL and Credit Transfer. Recognition of Prior Learning (RPL): Network specialises in working with experienced educators. RPL is a method of assessment that formally recognises existing knowledge and skills gained through past training and workplace experience. Learners develop an Evidence Portfolio comprised of evidence predating their enrolment, which demonstrates their competence in relation to each of the units in the qualification. Credit Transfer: Learners who have previously been awarded competency in a unit in this course will be given Credit Transfer if they can provide a Certified copy of the relevant qualification or Statement of Attainment issued by another Registered Training Organisation in Australia. If you think you might be eligible please advise us as soon as possible. There is no additional charge for this and your study time may be shortened.

7 Competency-Based Training and Assessment Competency-based training and assessment is an approach where a trainer/ assessor works with a learner to collect evidence of competence, using the benchmarks provided by the unit standards that comprise the national qualifications. It is not about passing or failing a learner and evidence collection is more than just sitting a test. During their course, a learner may be required to undertake a series of tasks for assessment purposes such as reports, projects, quizzes, exams or observations. It is the sum of all these assessments that deems a trainee to be competent (or not). Two key components of competency-based training are: Skill a task or group of tasks performed to a specified level of proficiency which typically involves the manipulation of tools and equipment, or expertise that is knowledge or attitude-based. Competency a skill performed to a specified standard under specific conditions.

8 Your Course CHC40113: Certificate IV in School Aged Education and Care learners must complete 19 units of competency. WORKPLACE HOURS This qualification requires learners to complete at least 120 hours of experience working with a range of children aged 5-12 years in a regulated School Age Education and Care service. During this time, learners will be expected to participate in the usual duties of an educator in the service and carry out the activities specified in the Performance Evidence of the qualification. COMPLETION TIME Expected completion time is 2 years. This is a self-directed course, so the amount of time the learner allocates to their course work will determine when the qualification can be completed. A Training Plan will be developed following enrolment to plan learning and assessment activities for each learner.

9 CHC40113: Certificate IV in School Aged Education and Care Cluster Code Name / Elec1ve 1 CHCSAC001 Support children to participate in school age care 1 CHCSAC003 Work collaboratively and respectfully with children in school age care 1 CHCSAC004 Support the holistic development of children in school age care 1 CHCECE006 Support behaviour of children and young people 2 CHCSAC002 Develop and implement play and leisure experiences school age care 2 CHCECE009 Use an approved learning framework to guide practice 2 CHCECE011 Provide experiences to support children s play and learning Elective

10 CHC40113: Certificate IV in School Aged Education and Care Cluster Code Name / Elec1ve 3 CHCDIV001 Work with diverse people 3 CHCDIV002 Promote Aboriginal and/or Torres Strait Islander cultural safety 3 CHCECE001 Develop cultural competence 3 CHCECE021 Implement strategies for the inclusion of all children Elective 4 CHCLEG001 Work legally and ethically 4 CHCCOM002 Use communication to build relationships Elective 4 BSBWOR301 Organise personal work priorities and development Elective 5 CHCECE002 Ensure the health and safety of children 5 CHCECE004 Promote and provide healthy food and drinks 5 CHCPRT001 Identify and respond to children and young people at risk 5 HLTWHS001 Participate in work health and safety 5 HLTAID004 Provide an emergency first aid response in an education and care setting

11 Your Course CHC50213: Diploma in School Aged Education and Care learners must complete 25 units of competency. WORKPLACE HOURS This qualification requires learners to complete at least 240 hours of experience working with a range of children aged 5-12 years in a regulated School Age Education and Care service. During this time, learners will be expected to participate in the usual duties of an educator in the service and carry out the activities specified in the Performance Evidence of the qualification. COMPLETION TIME Expected completion time is up to 2 years. This is a self-directed course, so the amount of time the learner allocates to their course work will determine when the qualification can be completed. A Training Plan will be developed following enrolment to plan learning and assessment activities for each learner.

12 CHC50213: Diploma in School Aged Education and Care Cluster Code Name / Elec1ve 1 CHCSAC001 Support children to participate in school age care 1 CHCSAC003 Work collaboratively and respectfully with children in school age care 1 CHCSAC005 Foster the holistic development and wellbeing of the child in school age care 1 CHCECE020 Establish and implement plans for developing cooperative behaviour 2 CHCSAC002 Develop and implement play and leisure experiences in school age care 2 CHCECE009 Use an approved learning framework to guide practice 2 CHCECE011 Provide experiences to support children s play and learning 2 CHCECE024 Design and implement the curriculum to foster children's learning and development 2 CHCECE018 Nurture creativity in children 2 CHCECE022 Promote children s agency Elective

13 CHC50213: Diploma in School Aged Education and Care Cluster Code Name / Elec1ve 3 CHCECE001 Develop cultural competence 3 CHCDIV002 Promote Aboriginal and/or Torres Strait Islander cultural safety 3 CHCECE026 Work in partnership with families to provide appropriate education and care for children 3 CHCECE021 Implement strategies for the inclusion of all children Elective 3 CHCDIV001 Work with diverse people Elective 4 CHCECE019 Facilitate compliance in an education and care services 4 BSBLED401 Develop teams and individuals Elective 4 CHCECE023 Analyse information to inform learning Elective 4 CHCPRP003 Reflect on and improve own professional practice Elective 4 BSBMGT605 Provide leadership across the organisation Elective 4 BSBINN502 Build and sustain an innovative work environment Elective

14 CHC50213: Diploma in School Aged Education and Care Cluster Code Name / Elec1ve 5 CHCECE004 Promote and provide healthy food and drinks 5 CHCPRT001 Identify and respond to children and young people at risk 5 CHCECE016 Establish and maintain a safe and healthy environment for children 5 HLTAID004 Provide an emergency first aid response in an education and care setting *This is completed with an external RTO

15 HLTAID004: Provide an emergency first aid response in an education and care setting Please note that the fees do not include the First Aid unit: HLTAID004: Provide an emergency first aid response in an education and care setting. A current First Aid certificate for this unit must be held at the time of completing the qualification. Learners must complete this unit with an external Registered Training Organisation. Network will provide Credit Transfer for this unit.

16 Training and Assessment TRAINING METHODS Blended Delivery: Network offers learners blended delivery as a mode of study, which encompasses both self-paced and faceto-face training. Workplace Observation: Assessors will make a minimum of two visits to the learner in the workplace to observe them working with children and interacting with families and co-workers for assessment purposes. Supervisor Reports are gathered from learners workplace supervisor to provide feedback to the assessor on typical workplace performance, identify any areas where skills and knowledge no dot form part of the candidate s job role or where additional support may be required. Workplace supervisors are not expected to assess the candidate, but to provide information that assists the assessor to make judgments about the learner s competence. E-Learning/Webinars

17 Assessments Submitting Assessments: Submit assessments digitally through the student portal: Always submit a cover sheet It must be received by midnight on the due date All components of the task must be submitted together Please use page numbers Results and Re-submission: Results of assessment will deem a learner either Competent OR Not Yet Competent. Learners will be informed of the reasons for their assessment results, with feedback provided by the assessor. Learners who are deemed Not Yet Competent on the initial assessment will be given the opportunity to re-submit assessment with instructions from the assessor. Where learners remain Not Yet Competent after re-submitting, the assessor will provide an explanation of the result and advise on options for further training and the learner will receive a Certificate of Attendance for classroom-based training. There is no charge for resubmission.

18 Network Learner Portal The Learner Portal allows you to: Review and update your contact details View your timetable Download learning documents and submit assessments View results and progress Access webinars and learning communities Log on on the website or with this link:

19 Network Learner Portal Logging On: 1. Network website / Training / Learner-portal 2. Click on this link: 3. Enter your username (firstname.lastname) all lowercase 4. Password is Network123!, then set a new password. 5. You can use the forgotten password link to get a reset sent to your . Any problems? us: Learning@networkofcommunityactivities.org.au

20 Learner Support We are here to help you be an successful learner! Please ensure that you have advised the Manager of Learning and Assessment of any learning support you require. Learners are assigned an assessor after enrolment. The assessor will be available via telephone and for the duration of the course. Workplace visits and meetings between learners and assessors will be scheduled throughout the year. Group meetings and online groups will also enable learners to network with each other and discuss concepts covered in the qualification. Please don t hesitate to ask for assistance!

21 Feedback and Complaints COMPLAINTS & GRIEVANCE PROCEDURES Network aims to ensure that there is a transparent process for ensuring learner complaints and appeals are dealt with fairly, consistently and promptly. Learners may have valid grounds for making a complaint where they consider themselves to be adversely affected by one or more of the following: Improper, irregular or negligent conduct by a Network staff member or trainer. Failure by a Network staff member or trainer to act fairly. A decision that has been made without sufficient consideration to facts, evidence or circumstances of specific relevance to the training learner/learner. Failure by Network to make a decision within a timely manner. A penalty that, where applied, is or would be too harsh. INFORMAL APPROACH When a learner has a complaint about any of the matters listed above, he or she should first discuss the matter with the person concerned. If the learner has concerns about raising the matter with this person, then he or she should discuss it with a member of Network team. The student should keep a record of the informal approach should be documented as soon as practical, giving an outline of the situation and resolution. This may be in the form of a written message, or Incident Report. If the informal approach to dealing with the learner s concerns does not lead to an acceptable resolution, the learner should pursue the formal process for resolution of the matter as set out below. FORMAL APPROACH 1. Contact the Compliance Manager in writing explaining the situation and outlining a suggested outcome. If this person is perceived to have a conflict of interest in relation to the matter, then the Chief Executive Officer (CEO) of Network must be approached. 2. The Compliance Manager or CEO will independently review the grievance and attempt to find a resolution. Wherever possible a 28-day timeframe for finalising a matter will be maintained. The member of staff investigating will maintain regular communication with the learner as to the progress of the case. 3. Where the learner is still not satisfied they may make an external complaint to ASQA (National Regulatory Authority).