DRAFT- CXSLEA401 Document and implement Individual Learning Plans

CXSLEA401Document and implement Individual Learning Plans

Modification History

Release / Comment
Release 1 / New unit of competency.

Application

This unit describes the skills and knowledge an individual working in a registered training organization requires to support and coordinate vocational education and training opportunities for learners with additional support needs. Individuals will identify current skills and support needs, plan future development and document agreed supportneeded to achieve individual learner objectives.

This unit applies to individuals who support the delivery of vocational education and training.

No licensing, legislative or certification requirements apply to this unit at the time of publication.

Unit Sector

Cross Sector Skill

Elements and Performance Criteria

Elements
Elements describe the essential outcomes. / Performance Criteria
Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Establish and document learner profile / 1.1 Consult with learner to confirm individual learner characteristics,capabilities, skill levels, and preferred learning styles.
1.2 Consult with learner and document individual learning and vocational goals and expectations.
2. Design individual learning plan / 2.1 Match learner profile, goals and expectations to learning opportunities and communicate options for learner to choose from.
2.2 Review course requirements and learner profile to determine if competency is attainable, and if any additional support may be required for individual learner.
2.3 Confirm individual learner’s preferences for additional supports or assistive technologies to be implemented.
2.4 Document a learning and support plan that outlines chosen course and supports to be implemented.
2.5 Seek and confirm understanding and agreement on plan from learner, and other relevant staff and stakeholders.
3. Implement and review individual learning plan / 3.1 Select and access equipment and resources required to support implementation of learning plan within scope of own role.
3.2 Identify any support requirements that are outside the scope of own role and refer to specialist support providers as needed.
3.3 Provide instruction to others involved in implementing the individual learning plan in accordance with organisational processes and responsibilities.
3.4 Review and assess implementation of plan and learner progress towards individual goals in accordance with organisational requirements.
3.5 Seek feedback from learner on implementation of learning plan and make updates as necessary at in accordance with organisational requirements.

Foundation Skills

This section describes language, literacy, numeracy and employment skills incorporated in the performance criteria that are required for competent performance.

Skill / Performance
Criteria / Description
Reading / 2.1-2.2, 3.1 /
  • Accesses, reads and interprets documentation relevant to the learning context, including program documents, learning materials, policies and procedures relevant to the context

Writing / 1.2, 2.4, 3.2, 3.4, 3.6 /
  • Develops and maintains workplace documentation accurately and in response to required needs

Oral Communication / 1.1-1.2, 2.3-2.5, 3.2-3.3, 3.5 /
  • Uses communication techniques to build rapport and explore requirements
  • Discusses and seeks information using appropriate structure and language for the particular audience
  • Uses questioning and active listening to clarify or confirm understanding

Navigate the world of work / 1.2, 2.1-2.5, 3.1-3.6 /
  • Recognises and follows organisational protocols, policies and procedures relevant to own role

Interact with others / 1.1-1.2, 2.3-2.5, 3.1-3.6 /
  • Uses inclusive and collaborative techniques to seek feedback, negotiate and consult with a range of stakeholders

Get the work done / 1.1-1.2, 2.1-2.5, 3.1-3.6 /
  • Organises and completes work according to defined requirements, taking responsibility for decisions and sequencing tasks to achieve efficient outcomes
  • Identifies and responds to problems and opportunities for improvement and considers options for different approaches
  • Plans, organises and implements strategies required to achieve learning plans

Unit Mapping Information

(Unit mapping information to be provided once unit has been finalised)

Performance Evidence

Before competency can be determined, individuals must demonstrate they can perform the following according to the standards defined in this unit’s elements and performance criteria:

  • Develop and implement individual learning plans for two learners with different additional support needs. In the development of each plan, the following must be demonstrated:
  • Consultation with the learner to determine and their individual learning styles, preferences, goals and expectations.
  • Collation of information regarding the learner’s skill levels, abilities, interests and goals relevant to training outcomes.
  • Identification of suitable learning opportunities and courses that match the individual learner and their goals.
  • Identification of potential challenges or issues that learner may encounter when undertaking chosen training.
  • Identification of strategies and/or additional supports that need to be implemented to overcome challenges and assist learner to successfully complete training.
  • Implementation of additional support through a person-centred approach, focusing on the individual’s needs and preferences.
  • Documentation of a learning plan that outlines training pathway and agreed supports and strategies to be implemented.
  • Accessing and implementation of equipment or resources required to provide outlined support.
  • Revision of individual learning plan in line with learner feedback and review of learner progress.

Knowledge Evidence

The candidate must be able to demonstrate knowledge to effectively complete the tasks outlined in the elements and performance criteria of this unit. This includes knowledge of:

  • Learner characteristics and behavioural indicators that indicate the existence of learner additional support needs.
  • Current legislation and standards including:
  • Anti-discrimination policies.
  • Regulation of delivery of teaching to diverse learners, including the Standards for RTOs 2015, and Disability Standards for Education.
  • Obligations for meeting additional support needs of learners.
  • Obligations to provide reasonable adjustments.
  • Organisational protocols and procedures for providing additional support to learners and implementing adjustments.
  • Courses and learning opportunities offered by the organisation, and underlying course demands and requirements.
  • Different learning challenges that can be experienced by learners with additional needs.
  • Strategies for providing additional support to meet learner needs.
  • Reasonable adjustments that can be implemented to meet the needs of learners with disability.
  • Assistive technologies and aids that can be utilised within the learning environment to support the learner’s participation, including augmentative and alternative communication devices.
  • Support providers and specialists, both internal and external to the organisation, which can be referred to for assistance for more complex support needs.
  • Organisational procedures and protocols for referring to additional support providers.

Assessment Conditions

Assessment must be conducted in a safe environment where evidence gathered demonstrates consistent performance of typical activities experienced in the context of the relevant sector’s work environment. Competency should be demonstrated in a range of actual or simulated work contexts, and include access to:

  • Course and learning offerings of organisation.
  • Organisational protocols and procedures for provision of additional support.
  • Interaction with others.

Assessors must satisfy the requirements for assessors in applicable vocational education and training legislation, frameworks and/or standards.

Links

Implementation Guide

(TBA)

1

PwC’s Skills for Australia