2. DEVELOPING UNITS OF COMPETENCY FOR ACCREDITED COURSES

3. THE PROCESS 1. Consultation 2. Research 3. Design/development 4. Accreditation

4. 1. CONSULTATION 1. CONSULTATION 1. CDAC  Identifies units of competency  Identifies skills, tasks and knowledge to be included 2. Outside industry expertise  Provide input as required Consultation is ongoing throughout the development process

5. 2. RESEARCH Consult ANTA publications  Style manual  Training Package Development Handbook  Process for Training Package Development  Guidelines for Course Developers  AQF Implementation Handbook

6. 2. RESEARCH  Identify elements and performance criteria  Check existing similar units for ideas  Review relevant literature and resources

7. 3. DESIGN/DEVELOPMENT A unit of competency consists of:  Unit title  Unit descriptor  Elements  Performance criteria  Range of variables  Evidence guide  Mayer key competencies

8. 3. DESIGN/DEVELOPMENT Unit Title  Identifies a discrete component within an industry standard Unit Descriptor  Clarifies the unit title and purpose

9. 3. DESIGN/DEVELOPMENT Elements  Basic building blocks of the unit  Written in outcome terms  Describe particular, small functions of a task in general terms  Directly relate to the specific unit  Adequately cover the specific unit  Sequenced in a coherent way

10. 3. DESIGN/DEVELOPMENT Performance Criteria  Specify tasks, roles, skills, applied knowledge and understanding  Specify what is to be assessed  Specify required level of performance  Directly relate to the element

11. 3.DESIGN/DEVELOPMENT Range of Variables  Defines contexts, work environments and parameters  Contextualises the competency  Provides a focus for assessment  Covers all elements of the unit

12. 3.DESIGN/DEVELOPMENT Evidence Guide  Evidence required to demonstrate competence for this unit  Specific knowledge and skills  Linked to performance criteria and range of variables  Essential aspects of knowledge and skill  Underpinning knowledge and skills

13. 3.DESIGN/DEVELOPMENT Evidence Guide (cont)  Indicates interdependent assessment of units  Indicates pre-requisites  Language, literacy and numeracy requirements  Identifies context and methods of assessment

14. 3.DESIGN/DEVELOPMENT Mayer Key Competencies Integrated in unit at appropriate level  Collect, analyse and organise information  Communicate ideas and information  Plan and organise activities  Solve problems  Use mathematical ideas and techniques  Use technology  Work with others and in teams  Understand cultural issues

15. 3.DESIGN/DEVELOPMENT Presentation and editing  Consistency?  Grammar, spelling and punctuation?  All component parts included?  Typos?

16. 4.ACCREDITATION  Units can only be accredited with courses  Collate all newly developed units with course syllabus preamble  Complete accreditation application  Forward to Product Systems Support Unit or Accreditation Unit