As a trainer, if you wish, you can tailor your delivery to meet individual learning needs by directing learners to complete the sections and/or projects in a specific order. Suggestions for collaborative learning The Toolbox has been designed for use by a wide range of learners, including those who may be studying alone and/or not enrolled with an RTO, so activities have been structured to enable completion independently. Of course, learners who are able to collaborate with other learners, either online or face to face, do not necessarily have to work on activities in isolation either. Some activities lend themselves to adaptation to a forum style delivery so that students are learning from each other and working collaboratively. Others could easily be approached as a team research activity, discussion/debate, or a role play. There are infinite options to adapt the Toolbox contents and activities to suit your own training purposes. Section checklists On each Project page, as well as on the last page of each section, a Section Checklist has been provided for learners to track their progress through the activities for that section. The checklists are Microsoft ® Word documents, which means they can be customized by trainers, including adding or modifying activities if required. Employability skills Employability skills are also sometimes referred to as generic skills, core skills, essential skills, capabilities or key competencies. Industry/enterprise requirements for this qualification include the following facets: Employability Skill Learning and assessment strategies and activities Communication Listening to and understanding work instructions, directions and feedback, including communicating with children Speaking clearly/directly to information, including to children and interpreting workplace related documentation, such as safety requirements Writing to address audience such as work notes and reports Interpreting the needs of clients, including children Sharing information (eg with other staff and clients, including children) Negotiating responsively (eg re own work role, and with clients, including children) Persuading effectively Being appropriately assertive (eg in relation to safe work practices) Empathising Applying numeracy skills to workplace requirements involving measuring and counting Establishing and using networks Teamwork Working as an individual and a team member
As a trainer, if you wish, you can tailor your delivery to meet individual learning needs by directing learners to complete the sections and/or projects in a specific order. Suggestions for collaborative learning The Toolbox has been designed for use by a wide range of learners, including those who may be studying alone and/or not enrolled with an RTO, so activities have been structured to enable completion independently. Of course, learners who are able to collaborate with other learners, either online or face to face, do not necessarily have to work on activities in isolation either. Some activities lend themselves to adaptation to a forum style delivery so that students are learning from each other and working collaboratively. Others could easily be approached as a team research activity, discussion/debate, or a role play. There are infinite options to adapt the Toolbox contents and activities to suit your own training purposes. Section checklists On each Project page, as well as on the last page of each section, a Section Checklist has been provided for learners to track their progress through the activities for that section. The checklists are Microsoft ® Word documents, which means they can be customized by trainers, including adding or modifying activities if required. Employability skills Employability skills are also sometimes referred to as generic skills, core skills, essential skills, capabilities or key competencies. Industry/enterprise requirements for this qualification include the following facets: Employability Skill Learning and assessment strategies and activities Communication Listening to and understanding work instructions, directions and feedback, including communicating with children Speaking clearly/directly to information, including to children and interpreting workplace related documentation, such as safety requirements Writing to address audience such as work notes and reports Interpreting the needs of clients, including children Sharing information (eg with other staff and clients, including children) Negotiating responsively (eg re own work role, and with clients, including children) Persuading effectively Being appropriately assertive (eg in relation to safe work practices) Empathising Applying numeracy skills to workplace requirements involving measuring and counting Establishing and using networks Teamwork Working as an individual and a team member
teacher_guide.docx