USIQ Delivery Request Exemplar

USIQ Delivery Request Exemplar

Central Regional TAFE

USIQ Delivery Request Exemplar

Ref: CF003F7

Complete this form when requesting USIQ delivery. Forward to the USIQ Co-ordinator in General Education. This document must be available for audits and quality assurance monitoring.
VET course name
National Identifier
TAFE ID / Location / CENTRAL REGIONAL TAFE
Geraldton campus
Geraldton campus / Number of students
Identify which indicators determine students’ eligibility for enrolment in USIQ.
 / Educational and learning profile of the candidate
Linguistic, cultural, intellectual or social resources available to the candidate such as:
Second language or second dialect speaker
Identification as Indigenous
Refugee or recent migrant from a non-English speaking background
Low educational achievement
No recent history of engagement in education or participation in the labour market
TAFE Entry Requirement Benchmark Level 1 or below
Acquired brain injury
Intellectual disability
Sensory impairment
History of mental illness.
 / Delivery mode used for the qualification in which the candidate is enrolled
The opportunity afforded the candidate to develop educational skills in lower level qualifications
Describe the Units of Competence and/or industry concepts which are the most demanding of the students’ underpinning skills.
Literacy is an underpinning skill present in all units of the qualification and particularly in the “Communication” unit.
Students are required to demonstrate competence in general communication in the workplace by oral and written means, including the use of technical terminology.
Work requires individuals to communicate effectively with others in a workshop, with colleagues, supervisors or customers and includes ability to follow oral and written instructions, write short reports on work done or to be completed.
Numeracy is an underpinning skill present in all units of the qualification and particularly in the “Numeracy” unit.
Students are required to make simple calculations and numerical estimations relating to workshop tasks, cost of parts and labour quotations and preparatory calculations for workplace documentation.
Work requires individuals to demonstrate entry level proficiency with workplace related maths. This includes problem-solving skills as they relate to routine workplace tasks or administrative documentation.

Describe teaching/learning/assessment strategies and/or materials which create additional demands on students’ underpinning skills.

Students will be required to read, find information in an instruction manual, a job card or textbook.
Additionally the theory part will be assessed in a paper-based test that requires reading and writing skills to a minimum level 1 AQF.
Students are required to read, take and record measurements and eventually convert them into a different unit of measurement. They may be asked at times to do complex calculations to solve a problem. Students will be using these skills at all times in the workshop and in the classroom as part of their learning and assessment. Students require numeracy skills to a minimum level 2 AQF.
Considering the specific student group, what underpinning skills will need to be revised, retaught or acquired?
Literacy: spelling, sentence and paragraph writing, identifying key information in texts
Numeracy: basic 4 operations, measuring and unit conversions in the workplace, basic geometry,understanding of numbers in the workplace and problem solving for practical purposes.
Preferred time
Number of hours
Proposed team USIQ Lecturer
VET Lecturer
Names of other staff consulted
Name of person completing this form
Position
Signature
Date

REMINDER

The USIQ Business Rules require
  • Students must be enrolled in a vocational course
  • Students must have additional educational support needs
  • The selection of modules is based on an analysis of the gap that exists between the demands of the vocational course and the existing skills of course participants.
  • Teaching hours generated by enrolments in USIQ may only be used for face to face teaching.
  • USIQ students must not be required to undertake end of course assessments although there is an option to deliver an initial or diagnostic assessment which may provide information for the purposes of designing a learning program with USIQ modules.
  • The USIQ teacher is required to keep a record of each lesson.
  • USIQ lecturers must keep their own record of students’ attendance
  • USIQ teachers must be selected according to the requirements of the Course Accreditation Document. The LAS will be updated to show the USIQ lecturer has the appropriate qualifications, skills and knowledge.
  • Enrolments for USIQ class groups must be identified as either Local Class or Self-Paced Scheduled as all USIQ delivery is to be face-to-face.
  • A separate attendance roll must be created for each student group receiving USIQ support, identifying them by their vocational course and location.
  • Course, program or contract managers will arrange for a report documenting the outcomes of course delivery.

APPROVAL BY MANAGER (OR DELEGATE) RESPONSIBLE FOR 19E FUNDS
Number of USIQ modules approved for this group (Up to 250 hours)______
Signature:______Name:______Date: / /
FOR OFFICE USE
USIQ Roll Numbers

First Created: 1/03/2016Issue: 2Page 1 of 3

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