When interpreting a nationally recognised training product, you must understand the components of a unit of competence (UOC) and its relevance to assessing competence. Match the content and application used to determine competency to the structure of a UOC.

Outlines the tasks and skills the learner will be assessed to demonstrate competence to industry standards.	Answer 1Choose...Performance evidenceElementFoundation skillsRange of conditionsAssessment conditionsPerformance criteriaApplicationKnowledge evidence
Describes the language, literacy, numeracy, digital literacy and employment skills incorporated in the performance criteria required for competent performance.	Answer 2Choose...Performance evidenceElementFoundation skillsRange of conditionsAssessment conditionsPerformance criteriaApplicationKnowledge evidence
Specifies process and evidence, as well as the frequency or volume required, that the assessor needs to collect to determine a student's competency.	Answer 3Choose...Performance evidenceElementFoundation skillsRange of conditionsAssessment conditionsPerformance criteriaApplicationKnowledge evidence
Specifies mandatory conditions, methods, contexts and resources required to assess competence.	Answer 4Choose...Performance evidenceElementFoundation skillsRange of conditionsAssessment conditionsPerformance criteriaApplicationKnowledge evidence
Essential outcomes of the unit describe a major skill to be demonstrated by a learner to assist in determining competence.	Answer 5Choose...Performance evidenceElementFoundation skillsRange of conditionsAssessment conditionsPerformance criteriaApplicationKnowledge evidence
Specify different work environments and conditions that may affect performance in the assessment tasks.	Answer 6Choose...Performance evidenceElementFoundation skillsRange of conditionsAssessment conditionsPerformance criteriaApplicationKnowledge evidence
Provides the knowledge learners must have and demonstrate to carry out the performance tasks.	Answer 7Choose...Performance evidenceElementFoundation skillsRange of conditionsAssessment conditionsPerformance criteriaApplicationKnowledge evidence
It describes the skills and knowledge required for the UOC and addresses who it applies to and the context. It can include pre-requisite skills and licensing requirements.	Answer 8Choose...Performance evidenceElementFoundation skillsRange of conditionsAssessment conditionsPerformance criteriaApplicationKnowledge evidence

Question2

Select one key consideration when interpreting training products to address the requirements of foundation skills.

Select one:

Ensuring digital literacy is the sole focus since it's the most critical skill for the modern workforce.

Ignoring the need for language and literacy skills as they are not directly related to vocational training.

Ensuring that language, literacy, numeracy, digital literacy, and employability skills are integrated to support learners' overall competence.

Recognising that employability skills are optional and can be excluded from training programs.

Question3

Match the application in training practices to the relevant dimension of competency.

Use resources and scenarios relevant to job roles or employer organisations.	Answer 1Choose...Contingency management skillsTask management skillsJob or role environment skillsTask skill
Allows the learner to identify issues and problems affecting task outcomes and solutions to manage them.	Answer 2Choose...Contingency management skillsTask management skillsJob or role environment skillsTask skill
Provide the opportunity to perform tasks relevant to how they are managed in the workplace.	Answer 3Choose...Contingency management skillsTask management skillsJob or role environment skillsTask skill
Provide the opportunity to practice specific skills related to the job outcomes.	Answer 4Choose...Contingency management skillsTask management skillsJob or role environment skillsTask skill

Question4

Select 4 regulatory requirements that must be adhered to when using nationally recognised products to facilitate individual and group-based vocational training.

Select all that apply:

Trainers must be appropriately qualified to deliver the specified training product.

When applying reasonable adjustments, it does not compromise the intended outcomes of the UOC.

Meet the requirements of training packages and VET-accredited courses.

Ensuring all elements, performance criteria, performance and knowledge evidence, foundation skills and assessment conditions are covered during delivery and assessment.

When facilitating to an individual, you need to ensure that only the performance and knowledge evidence are covered during delivery and assessment.

Using any training package or including any UOC from other training packages.

5.

Match the application in facilitating adult learning to the adult learning principles according to Knowles.

1. Prefer learning that helps solve practical problems or challenges they encounter.
2. Self-directed learners who need to know why they are learning.
3. Motivated to learn when they have a say in what and how they learn.
4. Adults bring a wealth of prior experience and knowledge to the learning process.
5. Varying learning styles and preferences, liking flexible learning approaches.

To accommodate diverse learning styles, offer a mix of learning modalities, such as online resources, face-to-face sessions, and self-paced study materials.	Answer 1Choose...ABEDC
Acknowledge and value adult learners' diverse experiences and expertise in individual and group settings.	Answer 2Choose...ABEDC
Provide clear explanations of the relevance and real-world applications of the content.	Answer 3Choose...ABEDC
Encourage learners to set their own learning goals and take an active role in planning their learning journey. Provide options to choose topics or projects that align with their interests and career aspirations.	Answer 4Choose...ABEDC
Design activities that involve problem-solving, critical thinking, and decision-making. Use case studies, simulations, and hands-on exercises that mimic real workplace situations.	Answer 5Choose...ABEDC

Question6

Match the description to the relevant learning theory.

Much of this theory is concerned with the learner's internal processes. It states that learning involves acquiring abstract concepts that can be applied flexibly in various situations.	Answer 1Choose...Behavioural learningProblem-based learningKnowles learning modelCognitive learningKolb's experiential learning
Learners learn better using their thinking skills rather than being taught facts and procedures.	Answer 2Choose...Behavioural learningProblem-based learningKnowles learning modelCognitive learningKolb's experiential learning
This learning theory outlines a model of how people learn from their experience, with their responses being conditioned by events from their background and early experience.	Answer 3Choose...Behavioural learningProblem-based learningKnowles learning modelCognitive learningKolb's experiential learning
This theory states that adults learn differently from children and the characteristics of adult learners (andragogy) are different from child learners (pedagogy).	Answer 4Choose...Behavioural learningProblem-based learningKnowles learning modelCognitive learningKolb's experiential learning
A method in which complex real-world situations are used as a method to promote student learning of concepts and principles as opposed to direct presentation of facts and concepts.	Answer 5Choose...Behavioural learningProblem-based learningKnowles learning modelCognitive learningKolb's experiential learning

Question7

Select 4 strategies to assist in identifying the need for foundation skills support for learners.

Select all that apply:

Observation of learners' behaviour in the learning sessions.

Direct learners to support services (e.g. reading/writing hotline).

Include resources that all learners, including those with LLN needs, can use in your session.

Determine the required foundation skills in the UOC and use the appropriate ACSF and DLSF.

Organise an LLN specialist to support the learner.

Enrolment data, including needs already identified by the learner.

Give learners a validated LLN assessment and analyse results.

Question8

Select 4strategies or processes to assist you in organising support for learner needs.

Select all that apply:

Develop an individualised learning plan based on LLN assessment results.

Direct learners to support services (e.g. reading/writing hotline).

Observation of learners' behaviour in the sessions.

Regularly monitoring learner progress and adjusting support as needed.

Review an activity given in the first session.

Liaise with foundation skills specialists to review the resources.

Question9

Select 5 behaviours that may identify a learner needing learning support.

Select all that apply:

Are the first to complet assigned tasks

Appearing confused and asking unrelated questions

Not answering the question asked

Constantly checking instructions with peers or repeatedly checking instructions with the assessor

Rarely finishing work

Require no additional learning resources

Having difficulty following instructions

Question10

Match the strategies to the learning style to support diverse learning needs when facilitating individual, group-based and workplace vocational training.

Taking notes, visual aids, reading	Answer 1Choose...Read/write learnerVisual learnerAuditory learnerKinaesthetic learner
Taking notes, role plays, practice	Answer 2Choose...Read/write learnerVisual learnerAuditory learnerKinaesthetic learner
Lectures, discussions, brainstorming	Answer 3Choose...Read/write learnerVisual learnerAuditory learnerKinaesthetic learner
Taking notes, writing essays, using lists	Answer 4Choose...Read/write learnerVisual learnerAuditory learnerKinaesthetic learner

Question11

Match the reasons that learners may require additional support to the relevant support strategies to assist in facilitating individual, group-based and workplace training.

Visual impairment	Answer 1Choose...Provide LLN supportContact with a counsellorOrganise one-on-one supportErgonomic furniture and additional breaksReasonable adjustment
Learner with limited English skills	Answer 2Choose...Provide LLN supportContact with a counsellorOrganise one-on-one supportErgonomic furniture and additional breaksReasonable adjustment
Limited digital literacy skills	Answer 3Choose...Provide LLN supportContact with a counsellorOrganise one-on-one supportErgonomic furniture and additional breaksReasonable adjustment
Behavioural difficulties	Answer 4Choose...Provide LLN supportContact with a counsellorOrganise one-on-one supportErgonomic furniture and additional breaksReasonable adjustment
Physical disability and not being able to sit for long periods	Answer 5Choose...Provide LLN supportContact with a counsellorOrganise one-on-one supportErgonomic furniture and additional breaksReasonable adjustment

Question12

Select 3 strategies you could use to reflect on your practices as a trainer.

Select all that apply:

Following a session plan ensures the session goes well.

Video your sessions.

Include reflection in your session plan.

Use a reflective journal.

Mark assessment tasks.

Question13

Select 4 techniques you could use to review and evaluate your training sessions for continuous improvement.

Select all that apply:

Recording and reviewing the session (video/audio) with student authorisation.

Review the organisational code of conduct.

Conducting focus groups.

Reviewing participant evaluation surveys.

Interviewing participants.

Refer to the student workbook.

Question14

Select 3 statements that best describe techniques for customising session plans and learning resources to suit learner characteristics and needs.

Select all that apply:

Adapting materials to be relevant to the learner.

Making learning materials more difficult to challenge learners.

Confirm the content is broken down into manageable steps.

Summarising the learning materials to save time.

Check the language in the learning materials is suitable for the learners.

Question15

Select 4 strategies that you would use to build a safe and inclusive learning environment.

Select all that apply:

Avoid jargon, terms or phrases that can be racist, offensive or inappropriate.

Allow learners to work independently and not encourage classroom participation.

At enrolment, provide all learners with accessible information about the course.

Due to time constraints for learning, do not provide opportunities for learners to share their experiences.

Use a diverse range of resources and learning methods that are reviewed for cultural awareness and equity.

Communicate interest in different backgrounds and observe any special religious days.