1. Lyn Hannah, Elaine Gillespie and Justin Maddy 22 nd May 2012

2. AN APPROACH TO COMPETENCY BASED COMPLETIONS IN APPRENTICESHIPS

3. AIMS DEVELOP A NEW TRAINING PLAN CREATE AN EMPLOYER GUIDE REDUCE REPETITIVE LEARNING AND ASSESSMENT BY CLUSTERING LIKE UNITS CONSTRUCT ASSESSMENTS DEVELOPED AROUND WORK BASED TASKS

4. THE PEOPLE SELECTING THE TEAM A PLACE TO WORK SAFE ENVIRONMENT GATHERING THE RESOURCES SITE VISITS TO OTHER DEPARTMENTS CURRENT BEST PRACTICE

5. THE PEOPLE

6. THE STEPS WHAT TASKS SHOULD A PLUMBER, JOINER, ETC. BE ABLE TO DO? MATCH TRAINING PACKAGE UNITS TO TASKS MAP UNITS TOGETHER FORM TRAINING PLAN EMPLOYER AND APPRENTICE GUIDE DEVELOP ASSESSMENT TEMPLATE USE MAPPING TOOL TO DEVELOP HOLISTIC ASSESSMENTS RESOURCES DEVELOPMENT EVIDENCE COLLECTION METHODS

7. THE BENEFITS MINIMISE OVER ASSESSMENT AND REPITITION WORK BASED TASKS TRANSFERABLE ASSESSMENTS USED ON AND OFF THE JOB SELF PACED STUDENT ENGAGEMENT STAFF DEVELOPMENT

8. “The collaborative nature of the project meant we were able to bounce new ideas off each other, so as not to go stagnant during the process.” Furniture teacher, Mark Thomson

9. THE PROCESS

10. WORK BASED TASKS WRH30109 Certificate III in Hairdressing A Hairdresser

11. MAPPING CPC30108 Certificate III in Brick/Blocklaying

12. INDIVIDUAL TRAINING PLAN

13. EMPLOYER GUIDE LMF32109 Certificate III in Cabinet Making

14. ASSESSMENTS CPC30108 Certificate III in Brick/Blocklaying

15. VALIDATION UEE30807 Certificate III in Electrotechnology-Electrician

16. “…. this will make the learning a far more meaningful experience for the student.” Plumbing teacher, Scott Robinson

17. THE IMPLEMENTATION

18. GETTING THE STAFF ON BOARD OWNERSHIP CHANGE OF MIND SET THE CARPENTRY TRADEAPPS TEAM RESOURCE CONTENT vs ASSESSMENT

19. SELF PACED LEARNING NOT BEING TIED TO TRADITIONAL 4 YEARS EDUCATOR vs CARPENTER USE OF SECOND LIFE VIDEO DEMONSTRATIONS

20. ONSITE NEW APPRENTICE SIGN UP MAINTAINING THE RELATIONSHIPS CHOOSING WHAT AND WHEN YOU STUDY

21. Assessment ASSESSMENT PORTFOLIOS INTERVIEWS AND GAP TRAINING TRANSFERABLE ASSESSMENT CHECKLISTS

22. “WE STARTED WITH 14 TRADE TEACHERS … THEIR JOURNEY LEAD THEM TO BECOME VET PROFESSIONALS, REFLECTIVE PRACTITIONERS AND LEADERS IN THEIR SPECIFIC TRADE’S PEDAGOGY”

23. QUESTIONS AND COMMENTS

24. LYN HANNAH MANAGER, TEACHING AND LEARNING FACULTY OF TECHNICAL AND TRADES INNOVATION PHONE +61 3 9919 7224 EMAILlyn.hannah@vu.edu.au http://www.vu.edu.au/higher-ed-and-tafe/technical-and-trades-innovation CONTACT DETAILS