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Criteria for the approval of an Assessment Quality Partner

The QCTO will appoint an entity as an assessment quality partner only if it is satisfied that the entity has: i.      The necessary expertise, experience and standing in relation to the occupational qualifications or foundational learning for which the assessment quality partner is appointed; and ii.      the resources necessary to perform its functions In terms of clause of the QCTO Delegation Policy, 22 June 2011 the criteria have been defined in detail as follows: i.     be  recommended  to  the  QCTO  by  the  relevant      DQP  during  the occupational                           development  process at a point  when they submit  an occupational profile. Possible evidence: letter of recommendation from [...]

Re: Analysing the Unit Standard

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Use the following questions to help you to analyse your unit standard.

• What is the purpose statement of your unit standard?
• What is the ‘learning assumed to be in place’? (This refers to the learning which the learner already has, or should have, before doing this unit standard.)
• How many outcomes does the unit standard contain?
• Are the range statements attached to a particular outcome/s or do they apply to the unit standard as a whole?
• Can you make a list of the embedded/underpinning knowledge within the whole unit standard? (this is the knowledge that the learner will gain through doing this unit standard)
• How many credits are assigned to the unit standard? What does this translate to in notional hours? (1 credit =10 notional hours)
• Are the critical outcomes within this unit standard indicated?
• What other information is contained in the ‘Notes’ section?

Once you are familiar with all the requirements of the unit standard/ ELO you may move on to planning with one outcome in the unit. ELOs may require that you design specific (learning) outcomes to break down the ELO into more manageable parts.