TASK PREPARING OR TRAINING

This Task session preparation when requires which topic is CHC30212 Certificate III in Aged Care Core Unit CHCAC317A Support older people to maintain their independence this reference need in Question 4
Release:
Task
Prepare for three training sessions
1. Plan your sessions (approx. 250 words)
• Choose a company and determine three (3) training sessions you will now develop and deliver for your two different groups of learners (a minimum of 8 learners in each group). The duration of each session must be a minimum of 40 and a maximum of 60 minutes.
• Two (2) of the three (3) sessions must be consecutive sessions. Your programs must relate to a unit of competency or benchmark (eg Standard Operating Procedure).
• Identify the work group and individual learning needs and characteristics (for both groups).
• Identify specific resources and equipment as well as support services available for learners with special needs.
• Comment on your knowledge of the industry and subject matter you will be delivering.
• Conduct a VARK analysis with your learners (refer to Participant Workbook pp16-17 and www.vark-learn.com) and present the results in table format.
• Identify three different learning theories and explain how they apply to your learner group.

2. Work, Health and Safety issues
• Conduct and document a hazard inspection of the proposed learning environment/s. Use a training environment hazard inspection checklist (such as the checklist in Appendix 1 or your workplace checklist) to guide you.
• Meet with relevant persons (such as WHS representative, training staff or manager) and agree on the priority of each hazard.
• Develop a risk management plan (using the template in Appendix 2). For each risk, specify the agreed action, priority assigned, person responsible and target date for completion.

3. Other constraints or risks (approx. 150 words)
• Consider and assess other constraints or risks related to your delivery and any other legislation and policy requirements (such as policies in the workplace, codes of practice, anti-discrimination legislation) that may impact on your learner group.

4. Develop session plans
• Develop your session plans. Use the sample template in Appendix 3 as a guide.
• There are three sessions in total. Each session must have different learning outcomes. o Two consecutive sessions – must show the link between session 1 and session 2 (refer to GLOSSS/OFF) – for Group 1
o A third session for Group 2
o Programs must relate to a unit of competency or benchmark (eg Standard Operating Procedure)
o The duration of each session must be a minimum of 40 and a maximum of 60 minutes.

Your session plans will guide you when facilitating and need to:
o detail the learning outcomes (what you plan to achieve) and how these will be achieved
o be sequenced according to GLOSSS and OFF
o use a range of delivery techniques, including demonstrating and instructing (the DEDICT technique), and coaching (refer to Topic 3 in the Participant Guide for TAEDEL301A) – incorporate presentation aids and technology (e.g. SMART Board, computer equipment and peripherals for on-screen presentations).
o at least 2 presentations need to be electronic (e.g. PowerPoint presentation, computer displays, online)
o detail the learning resources and materials to be used
o describe learning activities and methods to be employed
o nominate timelines and duration for each learning activity
o identify assessment points, methods and tools
o incorporate adult learning principles as you select and develop learning materials and activities.

5. Prepare learning resources
• Prepare the learning resources you have identified in your session plans. As part of your preparation you need to contextualise existing learning materials and develop new learning material to meet the needs of your different learner groups (refer page 42-43 of Participant Guide TAEDEL401A).
• Include details of author, date created, file name and version control (refer page 43 Participant Guide TAEDEL401A).
• Your PowerPoints must be presented to your assessor as handouts (attach as an appendix).
Handling transitions:
● legal requirements
● communicating with parents
● communicating with child
● supervision.

● application of basic knowledge of hand-over processes and legalities, etc.
● application of knowledge of centre’s health and safety procedures (medication procedures, contagions)
● application of knowledge about child development/separation behaviour
● oral communication skills to persuade and influence, create a welcoming climate
● note-taking skills to record information about child from parents about medications, behaviour, changes to arrangements.

CHCCS400A
CHCCN301A
CHCIC301D

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