Allan Barnes Box Hill TAFE Practising Teacher 0409 428 221 firstname.lastname@example.org
I teach: VET Certificate II in Information Technology VET Certificate III in Information Technology
The number of students picking up VET studies has increased dramatically over the past two to three years. Traditionally, IT and Hospitality have been the largest VET subjects, each attracting about 45% of enrolments. In the past year or two, other VET subjects such as VET Sport and Recreation have increased in numbers dramatically.
Why are VET subjects becoming increasingly popular? are now mainstream subjects with respect to Outcomes (tasks), exams and ENTER contributions seen as being far more hands on, more prac oriented, and more interesting.
How is the approach different? VCE Business Studies/Economics/Accounting/IT/IPM/IS is about teaching. VET Certificate II and III in IT are about training.
What is the difference between teaching and training?
VET Cert III in IT ICA30199 Certificate III in Information Technology (Software Applications) Achievement of eight core units of competence and four elective units of competence is required for completion of the qualification. In addition the VCE VET program requires the achievement of the three designated units of competence from Certificate II. ICA30299 Certificate III in Information Technology (General) Achievement of eleven core units of competence and four elective units of competence is required for completion of the qualification. In addition the VCE VET program requires the achievement of the three designated units of competence from Certificate II.
ICA30399 Certificate III in Information Technology (Network Administration) Achievement of eleven core units of competence and four elective units of competence is required for completion of the qualification. In addition the VCE VET program requires the achievement of the three designated units of competence from Certificate II. Certificate III in Information Technology Software Applications 430–470 hours General 450–580 hours Network Administration 440–490 hours.
It should be noted, however, that these hours are nominal. They are an indication of how long it might take to complete the unit, but some units may take longer; some will be quicker.
Certificate III Software Applications General Network Administration Complete all core units Communicate in the Workplace Apply OH&S Procedures Maintain System Integrity Provide basic system administration Run Standard Diagnostic Tests Connect Internal Hardware Components Customise packaged software Maintain Equipment and Software Administer network peripherals Administer and configure a network operating system Install Network Protocols Elective units Complete two of:Complete four of:Complete two of: Maintain Equipment and Software Customise packaged software Maintain Equipment and Software Create web pages with multimedia Install Network Hardware Maintain custom software Install Network Protocols Install software to networked computers Administer network peripherals Administer and configure a network operating system Provide one to one instruction
Software ApplicationsGeneralNetwork Administration Complete all core units Create user and technical documentation Use advanced features of computer applications Migrate to new technology Provide advice to clients Install and optimise system software Develop macros and templates for clients using standard products Provide network systems administration Determine and action network problem
You may find that there is overlap in units between different training packages. The same probably applies for both the “Work as part of a team” and “Occupational health and safety Procedures” units of competence For instance, the Communicate in the Workplace unit of competence will most likely be the same as the Communicate in the Workplace unit that is contained in VET Financial Services Training Package. So where does Recognition of Prior Learning come into this?
Study Score assessment A Study Score is available for the Certificate III level programs. To be eligible for a Study Score students must: achieve all of the competencies designated as the unit 3–4 sequence be assessed in accordance with the tools and procedures specified in the current Information Technology Assessment Guide, published by the VCAA undertake an examination in the November examination period, based on the competencies identified by VCAA
Approaches to the Unit I believe that there are two approaches that can be taken in presenting VET to students.
Approach One: Verbal and Non-verbal Communication In a workplace, verbal communication can take a number of forms, including talking on the telephone, having a face-to-face meeting, an informal meeting or small group discussion. Non-verbal communication includes things such as gestures, body language, the way you stand, facial expressions, e-mail, graphics, diagrammes and pictures, physical contact, as well as tone and quality of your voice. Whether we use verbal or non-verbal communication will depend upon the situation that we are faced with, and generally we will choose the type of communication that best suits the outcome that that we want to achieve. In some cases, we should be aware of cultural differences. In some cultures, it is considered rude to make eye contact with your boss or superior, or ask for a pay rise …….
Approach 2: Activity Verbal (vs) Non-verbal Communication
Motivating the students 1.I have found that there is intrinsic motivation in the course for students. 2.Provide constant feedback to students. This can be both verbal and non-verbal. 3.Mark off units of competence in class as students complete them. 4. Students like to see units “put behind them”. They like the fact that once the work is done, they do not have to come back to it. 5. They like the practical nature of the work. 6. They like the self-paced, autonomous style of learning
7. They like to have targets or goals to reach.i.e. complete three units by the end of term 1; complete 5 units by the end of term 2, etc. 8. Many of them have liked the fact that assessment has not included exams; they can get a TAFE certificate without sitting exams. 9. They like having a student workbook to work through, as it gives them a great sense of how much work needs to be covered in the course. 10. They like a variety of approaches – not just chalk and talk, or providing responses to written questions ….
Approaches to the “Work as part of a team” unit. 1.The traditional approach When working as part of a team, each team member will have a specific role and responsibility ………..
Seriously …… You will find that resources are generally quite scarce. Why? The market isn’t large enough for traditional publishers to produce commercially viable resources. They take a “wait and see” approach – let’s see what the market is like in two year’s time. Great – but what do you do in the meantime?
Try Heinemann, Eastern House, Jacaranda, VCTA, etc. I wrote my own book which is commercially available and has been book listed by a large number of schools. Extensive use of the Internet. General text books that I have bought over the years and are lying around.
Human resources By the middle of next year, the Office of ETTE will requires schools and registered training organisations to ensure that all assessors and trainers (ie the teachers) have the following as a minimum: Certificate IV in Assessment and Workplace Training High level proficiency in the competency being assessed Proficiency in the identified related competencies.
RTO Partnerships Use and abuse your RTO partner. They are getting money and kudos out of you. Get the most out of them. Use VITTA. VITTA is now an RTO for Cert II and Cert III, so you can use and abuse VITTA as well, especially if you or your school is a VITTA member.
As such, it is now possible for VITTA to form a partnership with you, your students and your school to help you with your VET IT course. We can come out and talk to you. We can come out and talk to your students. We can provide you with an assessment disk. We can help with the tasks at the Unit 3 and 4 level.
Why is VITTA doing this? When I was teaching VET at my last school, I heard from my RTO three times. First time – invoice. Second time – reminder I hadn’t paid the invoice. Third time – reminder to send student work to them. Is this how an RTO should work?
Keeping track of student progress Students love to know where they are up to They love to know where they stand in the course, and how far they have to go. I use an Excel spreadsheet that students have access to. This lists the units of competencies, and shows which units the students have or have not completed. I try to get students to work through the units of competencies in the same order. I have tried to work them out so that there is a mix of theory and prac related units, and the work generally tends to increase in difficulty through the course.
I also try to start off with one or two quick units, so that the students can get into the course, and can get a couple of units out of the way before any malaise sets in. In this way, the tend to think that they are achieving well, and have a reason to continue working. On the other hand, if they whip through a couple of the quicker units, they can tend to relax because they think that they have it all under control. A very strong incentive is the fact that students do not have to attend my classes once they have finished the course. This tends to be a great way of encouraging students to be “on-task” for longer periods of time.
Period 5 and 6 Friday afternoons. Ughhhh. Shiver. Cringe. My solution? Work Placement !!!