Unit of competency details

FSKLRG11 - Use routine strategies for work-related learning (Release 1)

Summary

Releases:
ReleaseStatusRelease date
1 1 (this release)Current 14/Mar/2013

Usage recommendation:
Current

Training packages that include this unit

CodeTitleSort Table listing Training packages that include this unit by the Title columnRelease
SIS - Sport, Fitness and Recreation Training PackageSport, Fitness and Recreation Training Package 2.0-3.0 
FSK - Foundation Skills Training PackageFoundation Skills Training Package 1.0-1.1 
CHC - Community ServicesCommunity Services 2.0-3.0 

Classifications

SchemeCodeClassification value
ASCED Module/Unit of Competency Field of Education Identifier 120505 Work Practices Programmes 

Classification history

SchemeCodeClassification valueStart dateEnd date
ASCED Module/Unit of Competency Field of Education Identifier 120505 Work Practices Programmes 03/Oct/2013 
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Unit Of competency

Modification History

Release 

Comments 

Release 1

This streamlined version first released with FSK Foundation Skills Training Package version 1.0.

Application

This unit describes the skills and knowledge required to identify own learning goals and needs, and develop a formal learning plan to participate in a vocational or workplace learning environment.

The unit applies to individuals who need learning skills at Australian Core Skills Framework (ACSF) level 3 to undertake a vocational training pathway and/or workplace tasks.

This unit is designed for integration and contextualisation with vocational units to support achievement of vocational competency.

No licensing, legislative or certification requirements apply to this unit at the time of publication.

Unit Sector

Learning

Elements and Performance Criteria

Element 

Performance Criteria 

Elements describe the essential outcomes.

Performance criteria describe the performance needed to demonstrate achievement of the element.

1. Prepare for learning

1.1 Identify work-related learning goals

1.2 Investigate a range of formal and informal learning pathways

1.3 Investigate a range of approaches to achieve goal

2.4 Identify potential barriers to learning

2. Use strategies for learning

2.1 Identify a preferred approach to achieving work-related learning goals

2.2 Identify strategies to address barriers to achieving learning goals

2.3 Propose routine learning strategies to achieve learning goal

2.4 Create and use a learning plan to implement strategies

3. Review own learning progress

3.1 Monitor progress against the plan

3.2 Seek feedback from an appropriate person

3.3 Identify areas for further learning and training

Foundation Skills

This section describes language, literacy, numeracy and employment skills incorporated in the performance criteria that are required for competent performance.

Skill 

Performance 
Criteria 

Description 

Reading

  • Interprets and evaluates information related to learning pathways

Oral Communication

  • Discusses progress with trainer/supervisor

Planning and Organising

  • Develops a learning plan

Mapping Information

Not applicable

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.education.gov.au/Pages/TrainingDocs.aspx?q=f572fe10-a855-4986-9295-3852c771f178

 

Assessment requirements

Modification History

Release 

Comments 

Release 1

This streamlined version first released with FSK Foundation Skills Training Package version 1.0.

Performance Evidence

Evidence of the ability to:

  • develop a plan for own learning pathway
  • review own progress.

Evidence must be collected using typical work-related tasks.

Note: Where a specific volume and/or frequency is not specified, evidence must be provided at least once.

Knowledge Evidence

Evidence of the following knowledge must be demonstrated:

  • strategies for learning
  • own learning goals
  • education and training requirements for learning pathway options.

Assessment Conditions

Assessment texts and tasks reflect those typically found in the workplace.

Individuals can access own familiar support resources.

Culturally appropriate processes and techniques suited to the language, literacy and numeracy capacity of individuals and the work being performed must be used.

Reasonable adjustments can be made to ensure equity in assessment for people with disabilities.

Assessors must satisfy NVR/AQTF assessor requirements, have sound knowledge of the ACSF and have demonstrable expertise in the vocational contextualisation and assessment of the core skill - learning.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.education.gov.au/Pages/TrainingDocs.aspx?q=f572fe10-a855-4986-9295-3852c771f178

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