130315 instructional intelligence

SkillsTech Australia

15 TH M A RC H 2013
I N S TRU C T I O N A L I N T E L L I G E N C E
Simon Brown simon.brown@tafe.qld.edu.au 0408 521 826

Instructional Intelligence 13/03/2013

1
SkillsTech Australia
Teacher Induction Program
15th March 2013
Instructional Intelligence
Simon Brown
9:00 – 10:15 10:15 – 10:45 10:45 – 12:25
• Pedagogy • Morning tea • Learning and
• Classroom assessment cycle
Management • Inclusive learning

2
The Godgy Brothers
• Pedagogy
– the science and art of
education
• Andragogy
– learning strategies
focused on adults
• Heutagogy
– the study of self-
determined learning

3
Maslow’s Hierarchy of Needs
(organiser)
Self-actualisation

Esteem

Social Heutagogy
Safety

Physiological
Andragogy

Pedagogy

1


4
Sage on the Stage Vs. Guide on the Side

5
Pedagogy
• “Leading the child”
• Instructor
– develops conceptual knowledge
– manages the content of learning activities
Cognitive learning theory
(Piaget, Bruner, Vygotsky)
– recognize, recall, analyze, reflect, apply, create,
understand, and evaluate

6
Andragogy
• “Leading the man”
Humanist learning theory (Maslow, Rogers, Glasser)
Malcolm Knowles’ Six Assumptions:
• Need to Know
– Adults need to know the reason for learning something
• Foundation
– Experience (including error) provides the basis for learning activities
• Self-concept
– Adults need to be responsible for their decisions on education; involvement in
the planning and evaluation of their instruction
• Readiness
– Adults are most interested in learning subjects having immediate relevance to
their work and/or personal lives
• Orientation
– Adult learning is problem-centred rather than content-oriented
• Motivation
– Adults respond better to internal versus external motivators

2


7
Double loop learning

8
Heutagogy
• “Self-directed learning”
Constructivist learning theory
(Dewey, Montessori, Kolb)
– learning how to learn
– double loop learning
– universal learning opportunities
– a non-linear process
– true learner self-direction

9
Click and drag components to match the learning approach analyze

Concept attainment (strategy) apply

create

Pedagogy double-loop-learning

reflect evaluate

recall foundation

learning-how-to-learn

motivation
Andragogy need-to-know

non-linear-process

readiness

self-concept

recognize
Heutagogy orientation

true-learner self-direction
universal-learning-opportunities
understand

3


10

Pedagogy Y-Chart (tactic)

Looks like…

Feels like… Sounds like…

awesome

11

Andragogy Y-Chart (tactic)

Looks like…


12

Heutagogy Y-Chart (tactic)

Looks like…


4


13
Instructional Intelligence
(Co-operative Learning)
Tactics

Concepts

Skills
Strategies

Organisers

14
Think – Pair - Share (tactic)
Question for reflection and discussion:
In the context of students learning skills in
your own trade area, is it better for them to
Compete or to Co-operate?
1. Think about this question for about thirty seconds
2. Discuss your thoughts with your partner for about one
minute
3. If you are comfortable, share your partner’s views on
this matter with the group for no longer than one
minute

15
The Johnsons’ 5 Basic Elements of
Effective Group Work (concept)
Responsible Group identity Outside force
for own
learning Goal Role Resource Incentive
Willing to Sequence
support Environment
others Simulation

Opportunities
for reflection Small group
seating
Assessing
group effort Social skills

Communication skills

Critical thinking skills

5


16
http://my.tafe.qld.gov.au
Staff Induction 2013

17

18

6


19

20

21

Morning tea 10:15 – 10:45

7


22

Recording evidence
Scenario
You are a shopfitting teacher and one
Enrolment selection form of your apprentice shopfitter
students has completed
Enrolment CPCCJN3005A Cut and install glass
evidence Academic transcript during his first week of Group 6
training at Acacia Ridge campus.
Training plan The student was late on the first day,
left early (with his employer's
permission) on the second day, and
Participation satisfactorily completed the
evidence Class roll assessment items on the third day.
The student satisfactorily
demonstrated underpinning
knowledge and skills throughout this
Assessment tool time.
Assessment Task
evidence Use the attached information and
COS & Grade Report forms to record evidence of the
student's enrolment, participation
and assessment in
CPCCJN3005A Cut and install glass

23

Proving evidence
Record evidence Prove evidence
• Enrolment • Enrolment
• Participation • Participation
• Assessment • Assessment

Swap enrolment/participation/assessment documents with
another group.

Use the attached AVETMISS Audit Checklist
to check the compliance of each member
regarding the student’s enrolment, participation and assessment
in CPCCJN3005A Cut and install glass

24
Inclusion

Inclusive learning: A way forward
http://training.qld.gov.au/training-organisations/support/inclusive-learning.html
Resources:
• Booklet
• Framework strategy
• Wall poster

8


25

Graffiti (tactic)

ideas

What is
ideas Topic
Inclusive ideas
Learning?

ideas

26

Place Mat (tactic)

ideas
How do we create
ideas an Inclusive
Topic ideas
Learning
environment?
ideas

27
Jigsaw (strategy)

Five core
Everyone
skills
learns
underpin all
differently
Being learning
inclusive is
everyone’s
responsibility
Learners
bring existing
knowledge
and skills

9


28
Inclusive learning: A way forward
Actions for Teachers/trainers
Study the resources and report how you and
your training delivery team will embed these
four principles into day-to-day practice:
1. Everyone learns differently
2. Being inclusive is everyone’s responsibility
3. Learners bring existing knowledge and skills
4. Five core skills underpin all learning

29

Resources
• Anti-Discrimination Act 1991
• Code of Conduct for the Queensland Public Service
• principles of equity and diversity as outlined in
POL005 - Equity and Diversity
• SkillsTech Australia Equity and Diversity policy
• Department’s Equity and Diversity resources page
at http://training.qld.gov.au/information/equity-
diversity/index.html
• Reasonable Adjustment in teaching, learning and assessment for
learners with a disability - a guide for VET practitioners
• Inclusive Technology factsheets
• Training and Work: inclusive environments (2009)

30

Thank you for your participation today.

Wishing you many years of happy teaching

Simon Brown
0408 521 826

PLEASE COMPLETE THE
EVALUATION SURVEY

10

Activ
vity 1. Slide
e 3 Question
n for reflectio
on ( individua
al activity)

Considerr your own tr
rade area.

What knnowledge cou uld be structtured in a hie ram that would make it m
erarchy diagr more accessi
ible to
your stu
udents?

Activ
vity 2. Slide
e 7 Question
n for reflectio
on (individua
al activity)

The double‐loop learrning diagramm is a graph
hic representa
ation of acad
demic resear rch conclusio
ons.

Considerring your ow
wn trade areaa, what knowwledge couldd be organiseed in a flow d
diagram thatt would
make it more accesssible to your students?

Activ
vity 3. Slide
e 9 Match co
omponents t
to learning approach (gro
oup activity)

Pedagog
gy Andr
ragogy Heutagogy
H

Recognize Needd to Learning how
L w to learn
Recall knoww Double loop learning
D
Analyse Founndation Universal lea
U arning
Reflect Self‐concept opportunitie s
o
Apply Readdiness Non‐linear pr
N rocess
Create Orienntation True learner self‐directio
T on
Underst tand Moti ivation
Evaluatee

11

Activity 4. Slide 10 Pedagogy Y Chart (group activity)

Y Chart activity: One member from each group takes a turn at leading

Pedagogy
Looks like…
Sounds like…
Feels like…

Activity 5. Slide 11 Andragogy Y Chart (group activity)


Andragogy
Looks like…
Sounds like…
Feels like…

Activity 6. Slide 12 Heutagogy Y Chart (group activity)


Heutagogy
Looks like…
Sounds like…
Feels like…

Activity 7. Slide 14 Think – Pair – Share (group activity)

Question for reflection and discussion:

In the context of students learning skills in your own trade area, is it better for them to Compete or
to Co‐operate?

 Think about this question for about thirty seconds

 Discuss your thoughts with your partner for about one minute

 If you are comfortable, share your partner’s views on this matter with the group for no longer
than one minute

12

Activity 8. Slide 22 Roll marking (individual activity)

Scenario
You are a shopfitting teacher and one of your apprentice shopfitter students has completed
CPCCJN3005A Cut and install glass during his first week of Group 6 training at Acacia Ridge campus.
The student was late on the first day, left early (with his employer's permission) on the second day,
and satisfactorily completed the assessment items on the third day. The student satisfactorily
demonstrated underpinning knowledge and skills throughout this time.

Task
Use the attached information and forms to record evidence of the student's enrolment, participation
and assessment in CPCCJN3005A Cut and install glass

Activity 9. Slide 23 Roll auditing (group activity)

Swap enrolment/participation/assessment documents with another group

Use the attached AVETMISS Audit Checklist to check the compliance of each member regarding the
student’s enrolment, participation and assessment in CPCCJN3005A Cut and install glass

Activity 10. Graffiti (tactic) (group activity)

On a large sheet of paper, draw the Graffiti layout. Take one minute to think about the topic “What
is Inclusive Learning”, and take one minute to write your thoughts in your own individual section.
One person in each group (nominated by the group) takes one minute to present a summary of the
group’s findings to the other groups.

Activity 11. Place Mat (tactic) (group activity)

On a large sheet of paper, draw the Place Mat layout. Take one minute to think about the topic
“How do we create an Inclusive Learning environment”, and take one minute to write your thoughts
in your own individual section. One person in each group (nominated by the group) writes common
findings in the centre of the sheet.

Activity 12. Slide 33 Jigsaw strategy (group activity)

Study the resources and report how you and your training delivery team will embed four inclusive
learning principles into day‐to‐day practice:

1. Everyone learns differently

2. Being inclusive is everyone’s responsibility

3. Learners bring existing knowledge and skills

4. Five core skills underpin all learning

13

TAFE Queensland - “Anything is possible with TAFE”

Enrolment Selection Form
NW/EDS/AR/2013

Student Number (if known) Family Name Given Names Date of Birth
/ /
Reduced fees may be available for some students. Evidence is required at time of enrolment to obtain reduced fees. Daytime Phone No.
Overdue fees must be paid or enrolment will be refused. Payment option must be indicated.
Are you claiming a Fee Concession, or Exception?
If yes tick the relevent boxes, evidence to be
Payment Cash
In Person only
EFTPOS
In Person only
Cheque/ Money
Order
Yes No at time of enrolment
supplied

Options Send Invoice (must attach authority letter)
Under 17 DVD Blue Card Office Use Only
to employer Online Check
Under 18 (Sec. Subject) ATSI
Credit Card Visa Mastercard *Amex *(Not available at all institutes) Card Sighted
Extreme financial hardship
Is your employee, sponsor paying for the TAFE course Verified by: .....................................................
Date: / /
Yes No Invoice No:
Expiry date Cardholder’s name
/ Of the following categories, which BEST describes your main reason for undertaking this course/traineeship/
apprenticeship? Tick ONE box only.
Amount Cardholder’s signature

$ To get a job To develop my existing business To start my own business

To try for different career To get a better job or promotion It was a requirement of my job
Centrelink Concession Validation Consent - Health Care Card (HCC) or Pensioner Concession Card (PCC) issued by
Centrelink. Do you authorise TAFE Queensland to confirm with Centrelink the details that you have provided match with
I wanted extra skills for my job To get into another course of study For personal interest or
Centrelink records and whether you are still receiving a Centrelink benefit? (This consent can be revoked at any time) self development
Yes No If ‘Yes’, complete the following: Card Type Card Type
HCC PCC Other reasons
Student’s cardholder
no. (CRN)
STUDENT DECLARATION (please read carefully)
Expiry Date:
/ • agree to abide by the TAFE Queensland Rules and Regulations and Institute Policy (available from the Institute)
I
and acknowledge that facilities made available for my use will be used only in accordance with the principles of
proper use and relevant rules.
Student’s Signature:
Date / / • I confirm the accuracy of the information provided.
• understand I must provide evidence of concession eligibility at the time of enrolment. Subsequent evidence will
I
not be accepted.
I
f under the age of 18 years, this form must be signed by a parent/guardian to complete this enrolment. This includes
If student is a listed dependant on a HCC or PCC, the primary cardholder of the HCC or PCC must also give consent to the
consent for the student to have access to the Internet through TAFE Queensland.
above check. (This consent can be revoked at anytime.)
Student’s Signature:
Primary cardholder Name:
(as it appears on the card)
Date / /
Parent/Guardian’s Signature:
Consent granted Yes No If ‘Yes’, complete the following:
Card
Type
Card
Type
(If student under 18 years) Date / /
HCC PCC
Primary cardholder no. Issues may arise beyond the institute’s control which affect its ability to deliver programs. Whilst every effort
(CRN) will be made to conduct all programs as advertised, the institute reserves the right to change or otherwise
revise any program related issues including programs offered, class timetables, class locations and teacher
Primary cardholder’s allocations. The institute will make every reasonable attempt to advise students of any changes made to their
Signature: Date / / selected program. The details in this document are correct at the time of printing.

Customer Service to Create Student Self Service Account
upon Enrolment to allow access to my.tafe
Please place an 'X' in the boxes beside the classes you wish to enrol in.
Fees Listed below are current as of 01-JAN-2013. Check at time of enrolment that the fees have not changed.
This estimate includes GST where applicable.

DP Number: 0000292871 CPC31808 Certificate III in Shopfitting
(CSF)
0000292871
Group 6 - Generic Full Fee Conc Fee
$268.80 $268.80

SkillsTech Australia charge an additional General Utility Fee of $35.00 per
calendar year to be paid at time of enrolment.

Program : CPC31808-Certificate III in Shopfitting
Plan : 2489 Shopfitting Institute : SkillsTech Australia

SOS: / /
COS: / /
Page 1 of 2
15
Privacy Statement
Personal information collected as a result of your enrolment will be used by the Department for general student administration and vocational education and training administration and regulation; as well as departmental planning, reporting,
communication, research, evaluation, financial administration (including debt recovery), auditing and marketing. Only authorised departmental officers and other authorised persons (e.g. service providers, funding recipients) have access to this
information. Your personal information may be disclosed to Australian and State Government authorities and agencies. Your personal information may be shared with other Queensland TAFE Institutes in which you enrol or apply to enrol. If you are
a school-based apprentice or trainee, your personal information, attendance details, progress and results will be disclosed to your school and the Queensland Studies Authority. Your results may be disclosed to the Queensland Tertiary Admissions
Centre. If you are an apprentice/trainee, your personal information, attendance details, progress and results will be disclosed to your employer or host employer. If you are under the age of 18 years your personal information, attendance details,
progress and results may be disclosed to your parent/guardian. If you are studying at a Queensland Institute of TAFE towards your secondary education, your personal information, attendance details, progress and results will be disclosed to your
school, Queensland Studies Authority and Education Queensland. No further access to your personal information will be provided without your consent, unless authorised or required under a law. Please contact the enrolling TAFE Institute if you wish
to access or amend any of the personal information on this form or if you have a concern or complaint about the way your personal information has been collected, used, stored or disclosed. ISAS350 Version 5 (09/2009)

Course/Class Details Institute Campus Enrol

CPCCJN3005A Skillstech Australia Acac Ridge
06065 Cut and install glass
Start Date End Date 4336/06065
01-Jan-2013 31-Dec-2013 16.00 Hrs $25.60 $25.60
Day First Date Time Start Time End Facility

CPCCSH2002A Skillstech Australia Acac Ridge
06066 Alumnium sections-fabrication
01-Jan-2013 31-Dec-2013 40.00 Hrs $64.00 $64.00

06067 Setout/fabricate shopfront
01-Jan-2013 31-Dec-2013 56.00 Hrs $89.60 $89.60

06068 Assmble/instal shopfront entry
01-Jan-2013 31-Dec-2013 40.00 Hrs $64.00 $64.00

CPCCCA3014A Skillstech Australia Acac Ridge
06069 Construct bulkheads
01-Jan-2013 31-Dec-2013 16.00 Hrs $25.60 $25.60

Page 2 of 2

16

Manual Participation Record QF016A
Issue Date 04/12/2012

Training Centre:
DP Number:
Folder Number:

Description:

Unit Code/s:

Class Number/s:
Teacher Instructions:
Complete roll daily. Enter a tick for Present, A for Absent and L for Late. Use only Blue or Black ink. No white out. Total each column daily and initial.
Complete Details of Work Covered for each session. If a student is absent on a continuous basis notify Educational Delivery Support.

Day of the Week Mon Tue Wed Thu Fri or Mon Mon Mon Mon Mon

Date

Session
Student No. Student Name 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20

Teacher/Tutor Initials
Totals

23
This Institute Form is a Controlled Document and becomes Uncontrolled when downloaded or reproduced.
Procedure Reference: QP312 Participation and Results Management 1

Assessment Cover Sheet QT209
Issued 22/09/11

Fields marked with an asterisk * are mandatory Written Practical Other
STUDENT TO COMPLETE THIS SECTION
*Student *Student
Name: Number:
Student Student
Email: Mobile:
*Student Statement of Original Authorship
I state that this assessment is entirely my own work and has been completed according to the instructions provided. I
understand that an academic penalty will be applied for cheating, such as intentionally copying someone else’s words or
ideas and submitting them as my own, or having someone else write this assessment in whole or in part. Where appropriate,
if I have used the words or ideas of another person or source in my assessment, I have referenced and credited the person or
source.

*Student Signature: ………………………………………………………. *Date: ……../………/ 20……
Student Confirmation of Assessment Feedback
Student signature is obtained at teacher’s discretion
I have received feedback on this assessment.
Student Signature: ………………………………………………………. Date: ……../………/ 20……

*Unit of Competency Code/s: CPCCJN3005A

*Unit of Competency Name/s: Cut and Install Glass

*Element(s) covered:
Program Code / Name: (optional) CPC31811 / CPC31911

*Assessment number: 1 of *Number of pages
attached:
Assessment name: (optional) Speciality/Stream:
(optional)

*Assessment due date: *Date received:
Training Centre:

ASSESSOR TO COMPLETE THIS SECTION
Was reasonable adjustment applied to this assessment? If yes, write details in comment field below Yes No
*Assessor’s comment/feedback to student: If insufficient space, record on reverse

*ASSESSMENT OUTCOME (  appropriate box)
 First submission
 Satisfactory  Second submission
 Unsatisfactory – Resubmission date (if applicable) ……. /……. / 20…….  Supplementary
(Apprentices / Trainees only)
*Assessor’s Name: ………………………………………………………………….

*Assessor’s Signature: ………………………………………………………………*Date: / / 20
Privacy Statement
SkillsTech Australia collects the information on this form for the purpose of recording and providing feedback to students. Only authorised departmental officers have
access to this information and if you are an apprentice/trainee, your grades will be disclosed to your employer. If you are under the age of 18 years your personal
information, attendance details, progress and grades may be disclosed to your parent/guardian. Your personal information will not be disclosed to any other third party
without your consent, unless authorised or required by law, in accordance with the Information Privacy Principles.
24
© The State of Queensland (Department of Education and Training) 2011
This Institute template is a controlled document and becomes uncontrolled when downloaded or reproduced.
Once completed by student, this entire document must remain with SkillsTech Australia UNITCODE/s_insert assessment ref_V[insert]
Date: Page 1 of 3

Practical Assessment QT103
Issued 02/11/09

Name of practical task/project:

Time allowed for task/project:

Instructions for supervising teacher:
Explain / demonstrate the task/s to be performed
Advise student of assessment process and criteria
Issue documentary resources for task e.g. worksheet / job card / plans / specifications

Purpose of Demonstration (task):

Instructions to Student
You are required to:
Complete task/s within the time allowed
Use safe work practices, including use of PPE, throughout the task
Conduct a JSEA of work area
Draw a full size set-out of project, showing overall length, width, height and thickness.
Compile a cutting list / material take off, from set-out.
Cut glass for project using appropriate tools and techniques.
Assemble glass pieces using silicone sealant.
Clean the glass.
Clean up work area and put away tools and equipment.

Materials and Equipment:
4 mm float glass, acetic cure silicone, glass cutting equipment.

25
Once completed by student, this entire document must remain with SkillsTech Australia CPCCJN3005A_PA[1 of 4]Part]_V[1]
Date: Page 2 of 3

Student Name:

Observation: First Attempt Second Attempt

During the demonstration of skills the student satisfactorily: Yes No Yes No

1. JSEA of work area conducted
Use of appropriate PPE and safe work practices, adhered to.
2. As per OHS procedures
Full size set-out of project is drawn, showing overall length,
3. width, height and thickness. +/- 1mm
4. Cutting list / material take off prepared from set-out (0mm)
Appropriate tools for task selected and checked for
5. serviceability, faults reported.
6. Material is selected and marked out for cutting
Appropriate techniques used, to cut glass to size and dress
7. edges ready for assembly.
8. Glass assembled, sealed and secured in position.
9. Project cleaned up, excess silicone removed.
10. Tools checked, maintained and faults reported, tools put away.
Work area cleaned up. Recyclable material sorted and stored.
11. Waste material and debris removed and disposed of safely.

12.
13.
14.
15.

The student’s demonstration was:
Satisfactory Not Satisfactory Date: / /
First Attempt Second Attempt
Supplementary verbal questions:
The student satisfactorily answered the following questions: Yes No Yes No

16.
17.
18.

26
Once completed by student, this entire document must remain with SkillsTech Australia CPCCJN3005A_PA[1 of 4]Part]_V[1]
Date: Page 3 of 3

COS Grade Report QF016B
Issue Date 04/12/2012

Training Centre: 0
DP Number: 0
Folder Number: 0
Unit Code:

Unit Descriptor:

Class No:

Teacher Instructions:
A result must be produced for all students (Note: Some students may not be undertaking all units).
The completed grade and cos report must be placed in the participation record folder and fowarded to Educational Delivery Support
immediately upon completion of training.

Student Number Student Name Result Comments
0 0
0 0
0 0
0 0
0 0
0 0
0 0
0 0
0 0
0 0
0 0
0 0
0 0
0 0
0 0
Teacher Name: ISAS Operator Name:

Teacher Signature: ISAS Operator Signature:

Date: Date:

27
This Institute Form is a Controlled Document and becomes uncontrolled when downloaded or reproduced.
Procedure Reference: QP312 Participation and Results Management 1 of 2

AVETMISS - Internal Audit Checklist QF384
Issued 12/12/2012
AVETMISS Audit Checklist
Student Name: Sample ID:
Form completed by: Date:

Academic History Yes No
Are the student details (name student number) the same?

Is the competency listed on the Academic History exactly the same? *1

Do the SOS and COS dates on the Audit Cover sheet match the Academic History?
(If no, check for other enrolments in the same competency) *2
Is the result the same?
*2
(If no, check for other enrolments in the same competency)

Class delivery participation evidence (ISAS Rolls / QF016 series)
Is there a roll?
Is the student name and student number listed on the roll? (hand written is acceptable)

Is the competency exactly the same (code and / or title) in the roll? *1

Is the first date of attendance for the student equal to or after the SOS date?

Is the last date of attendance for the student before or equal to the COS date?
Does each attendance clearly denote attendance status? (e.g. , A, L)

Has each column been dated and initialled by the teacher?
Are all the columns on the roll totalled? (Note: for clustered delivery totals must represent unit/module
interaction (totals in ISAS Cluster rolls must represent participation in units/modules and not the
number of students in the class)
Have all changes made for any student been initialled and dated?

On-line delivery participation evidence
Has evidence of participation been provided?
Is the student name and student number listed on the participation evidence? (hand written is
acceptable)
*1
Is the competency exactly the same (code and / or title) in the database / tracker?

Is the evidence at individual competency/module level (and not at a cluster level)?
Is the first date of participation for the student equal to or after the SOS date?

Is the last date of participation for the student before or equal to the COS date?

Is there evidence of educational content being delivered specific to the competency? (e.g. learning,
assignment, assessment)
Is there evidence relating to the date/s and duration/s of the access for the competency/module?

Vocational Placement participation evidence
Has evidence of participation been provided (QF098)?

Is the student name and student number listed on the participation evidence?
Has attendance been signed off by placement person?

Is the first date of attendance for the student equal to or after the SOS date?

Is the last date of attendance for the student before or equal to the COS date?

Notes: *1 – Competency codes must match exactly ie. MEM09005B is not the same as MEM09005A
*2 – Check ISAS to identify specific class using Class Number on AVETMISS Audit Cover Sheet.
*3 – A study guide (delivery schedule) must be provided in all cases regardless of the result given. 28
This Institute Form is a Controlled Document and becomes Uncontrolled when downloaded or reproduced. Page 1 of 2

AVETMISS - Internal Audit Checklist QF384
Issued 12/12/2012

Yes No N/A
Assessment Evidence
Has an Assessment Summary (QT110 / QT111) / Assessment Cover Sheet
(QT209/QF209C) been provided?
Are the student details (name student number) the same?
Is the competency exactly the same (code and / or title)? *1 (on page 1)

*3 (on page 1)
Was this competency delivered as part of a cluster?
If clustered delivery, has the final outcome (i.e. J / M) been recorded at individual
competency/module level? (and not for the overall cluster)
Is the teacher’s name on the Assessment Summary (QT110 / QT111) / Assessment
Cover Sheet / Assessment Matrix and have they signed and dated it?
Have all changes made by a teacher been initialled and dated?
Has the final outcome (i.e. J/M) been recorded?
Workplace Assessment / Flexible Delivery
Has evidence of assessment been provided?
Is the competency exactly the same (code and / or title)? *1 (on page 1)
Are all dates (attendance and sign-off) within the SOS and COS date?
Does the contact sheet (e.g. QF125); email; diary notes identify educational content
discussion at an individual competency/module level?
Have all changes made by a teacher / supervisor been initialled and dated?
Has the final determination of competency (i.e. J / M) been stated, signed and dated
by assessor?
Comments

Instructions:
• For archiving retrieval assistance complete QF364 Archive Retrieval Request
• Complete AVETMISS Audit Checklist
• Make one (1) copy of the evidence of participation, Study Guide / Competency Guide (if clustered
delivery), Assessment Summary, Assessment Cover Sheet, Assessment Matrix and where applicable the
student’s assessment / vocational placement evidence
• Use a yellow highlighter and highlight the student name, number, competency code, SOS, COS in the
evidence
• Attach AVETMISS Audit Cover Sheet and Academic History to evidence highlighting student name,
number and competency code
• Check evidence and sign / date cover sheet
• Staple the evidence together – (do not use plastic sleeves)
• Forward a copy of all evidence to the Educational Delivery Support Manager / Business Manager daily –
do NOT send in internal mail

29
This Institute Form is a Controlled Document and becomes Uncontrolled when downloaded or reproduced. Page 2 of 2

Inclusive learning:
A way forward
funders
nd
rsa nisations
e orga
ng
k
ma

i
trainers
rs/
in
cy-

he
ra
Poli

dt

c
Tea
Registere

The
learner
Inclusive
learning is
about a fair go
for everyone,
and it’s
everyone’s
responsibility

Actions for: Policy-makers and funders Registered training organisations Teachers/trainers

1. Introduce performance 1. Understand differences in the Embed four principles into
measures on inclusive learner cohort day-to-day practice:
learning for RTOs 2. Access skills and expertise in 1. Everyone learns
2. Ensure funding arrangements addressing difference differently
do not penalise delivery to 3. Listen to the learner 2. Being inclusive is
learners needing extra time 4. Help learners choose an everyone’s responsibility
or support appropriate learning pathway 3. Learners bring existing
3. Review processes for 5. Develop the core skills of knowledge and skills
triggering support learners 4. Five core skills underpin
4. Prioritise professional all learning
development on inclusive
learning
5. Establish governance
arrangements

130315 instructional intelligence

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