Learning+plan+&+portfolio

=** Observation and Portfolio **= The unit of competency being assessed is: = = =** VBQU130 **** Develop and document a learning plan and portfolio **= Clarify learning goals || 1.1 **//Learning goals//** are identified and prioritized 1.2 Goals are discussed **//with appropriate persons//** and any additional skills requirements are identified 1.3 Current skills and knowledge are compared with identified goals || Clarify factors impacting on own learning || 2.1 **//Previous experiences//** in relation to achieving identified goals are discussed 2.2 **//Preferred learning styles//** are identified 2.3 Ways in which participating in the program will assist in meeting personal goals are noted || || 3.1 **//The purpose//** of an individual learning plan is clarified 3.2 **//The features//** of an individual learning plan are identified 3.3 **//The processes//** for developing an individual learning plan are confirmed. 3.4 The individual learning plan is completed || 4.2 **//Types of evidence//** required are identified and discussed. 4.3 **//Purpose of evidence//** is defined 4.4 **//Format of portfolio//** is clarified 4.5 Examples of evidence are collected for portfolio || || 5.1 Progress towards end-of-course goals and objectives is identified 5.2 **//Factors which contributed to success//** in meeting goals are determined 5.3 **//Barriers//** to success are noted 5.4 Learning strategies which can be applied to other contexts are discussed with appropriate support person 5.5 Individual learning plan is amended as needed || **Guidance instructions to the assessor** The assessment of performance requirements for this unit is best undertaken over the course of the program.  The student should have access to the following:  ·  authentic texts that are relevant to his/her learning goals  ·  an appropriate learning environment  ·  access to support from the lecturer to enable full participation  ·  access to resources ( //i.e. computer hardware, software etc.) // <span style="FONT-WEIGHT: normal; FONT-SIZE: 12pt; mso-bidi-font-weight: bold; mso-bidi-font-family: Arial">The observation checklist for this unit should be completed. || <span style="FONT-WEIGHT: normal; FONT-SIZE: 12pt; LINE-HEIGHT: 150%; mso-bidi-font-weight: bold; mso-bidi-font-family: Arial"> <span style="FONT-SIZE: 12pt; FONT-FAMILY: Arial; mso-fareast-font-family: 'Times New Roman'; mso-ansi-language: EN-AU; mso-fareast-language: EN-US; mso-bidi-language: AR-SA"> **Instructions to the student** <span style="FONT-WEIGHT: normal; FONT-SIZE: 12pt; mso-bidi-font-weight: bold; mso-bidi-font-family: Arial"> <span style="FONT-WEIGHT: normal; FONT-SIZE: 12pt; mso-bidi-font-weight: bold; mso-bidi-font-family: Arial">There are two sections for this assessment task. <span style="FONT-WEIGHT: normal; FONT-SIZE: 12pt; mso-bidi-font-weight: bold; mso-bidi-font-family: Arial">Section 1 – you will develop your individual learning plan and show how you have <span style="FONT-WEIGHT: normal; FONT-SIZE: 12pt; mso-bidi-font-weight: bold; mso-bidi-font-family: Arial"> reviewed it <span style="FONT-WEIGHT: normal; FONT-SIZE: 12pt; mso-bidi-font-weight: bold; mso-bidi-font-family: Arial">Section 2 – you will develop a portfolio with samples of your work <span style="FONT-WEIGHT: normal; FONT-SIZE: 12pt; mso-bidi-font-weight: bold; mso-bidi-font-family: Arial"> <span style="FONT-WEIGHT: normal; FONT-SIZE: 12pt; LINE-HEIGHT: 150%; mso-bidi-font-weight: bold; mso-bidi-font-family: Arial">Your portfolio may be collection of samples of work that you have completed over the course of the program. <span style="FONT-WEIGHT: normal; FONT-SIZE: 12pt; LINE-HEIGHT: 150%; mso-bidi-font-weight: bold; mso-bidi-font-family: Arial"> <span style="FONT-WEIGHT: normal; FONT-SIZE: 12pt; LINE-HEIGHT: 150%; mso-bidi-font-weight: bold; mso-bidi-font-family: Arial">You will have access to the following: <span style="FONT-WEIGHT: normal; FONT-SIZE: 12pt; LINE-HEIGHT: 150%; FONT-FAMILY: Symbol; mso-bidi-font-weight: bold; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol"> ·  <span style="FONT-WEIGHT: normal; FONT-SIZE: 12pt; LINE-HEIGHT: 150%; mso-bidi-font-weight: bold; mso-bidi-font-family: Arial">an appropriate learning environment <span style="FONT-WEIGHT: normal; FONT-SIZE: 12pt; LINE-HEIGHT: 150%; FONT-FAMILY: Symbol; mso-bidi-font-weight: bold; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol"> ·  <span style="FONT-WEIGHT: normal; FONT-SIZE: 12pt; LINE-HEIGHT: 150%; mso-bidi-font-weight: bold; mso-bidi-font-family: Arial">support from your lecturer to help you develop your learning plan and put together your portfolio <span style="FONT-WEIGHT: normal; FONT-SIZE: 12pt; LINE-HEIGHT: 150%; FONT-FAMILY: Symbol; mso-bidi-font-weight: bold; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol"> ·  <span style="FONT-WEIGHT: normal; FONT-SIZE: 12pt; LINE-HEIGHT: 150%; mso-bidi-font-weight: bold; mso-bidi-font-family: Arial">access to resources ( //<span style="FONT-WEIGHT: normal; FONT-SIZE: 9pt; LINE-HEIGHT: 150%; mso-bidi-font-weight: bold; mso-bidi-font-family: Arial">i.e. computer hardware, software etc.) //<span style="FONT-WEIGHT: normal; FONT-SIZE: 12pt; LINE-HEIGHT: 150%; mso-bidi-font-weight: bold; mso-bidi-font-family: Arial"> || __ **MY LEARNING PLAN** __ **Setting learning goals can help you get the best out of this course** || **Follow these steps to help you set your learning goals.** <span style="FONT-SIZE: 12pt; LINE-HEIGHT: 150%; mso-bidi-font-family: Arial; mso-fareast-font-family: Arial"> 1. Think about what you want to learn. 2.  Discuss what __YOU__ want to learn with your lecturer ( // eg. Improve my reading and writing so that I can get a job, take part in community events, read to my children, go on to further study) // <span style="FONT-SIZE: 12pt; LINE-HEIGHT: 150%; mso-bidi-font-family: Arial; mso-fareast-font-family: Arial"> 3. With the help of your lecturer develop your individual learning plan. Use the form below to make notes of your ideas. // (Think about something new that you want to learn or something you want to improve or do better?) // || // (Eg. work experience, previous study, volunteer work, family responsibilities) // || || || || // (listening, with pictures, in a group, by myself) // || // (to discuss learning progress/make changes to the plan) // || ** The steps I must take to help me achieve my goals ** || Use the table below to make notes of the steps you must take. This is a draft. <span style="FONT-SIZE: 14pt; FONT-FAMILY: Symbol; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol"> ·  First I will… <span style="FONT-SIZE: 14pt; FONT-FAMILY: Symbol; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol"> ·  Second I will… || ** 1. ** || || || || || || || You may need to make changes to your draft. Write your revised version in the table below. <span style="FONT-SIZE: 14pt; FONT-FAMILY: Symbol; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol"> ·  First I will… <span style="FONT-SIZE: 14pt; FONT-FAMILY: Symbol; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol"> ·  Second I will… || ** 1. ** || || || || || || || ** Review of my learning plan ** || With the help of your lecturer, review your learning plan and make notes of your discussion in the table below. || || || || || **__ Section 2 __** ** Preparing my portfolio of work samples ** || <span style="FONT-SIZE: 12pt; LINE-HEIGHT: 150%; mso-bidi-font-family: Arial; mso-fareast-font-family: Arial"> 1. Think about how you want to present your portfolio. Decide who will use it. <span style="FONT-SIZE: 12pt; LINE-HEIGHT: 150%; mso-bidi-font-family: Arial; mso-fareast-font-family: Arial"> 2. Discuss your ideas with your lecturer. <span style="FONT-SIZE: 12pt; LINE-HEIGHT: 150%; mso-bidi-font-family: Arial; mso-fareast-font-family: Arial"> 3. With the help of your lecturer make notes of your ideas in the table provided. // (eg. record of my work, to support my CV etc.) // || || || || // (eg. folder, electronic etc.) // || || || || // (eg. at least once a month) // || || ** Record of work in my portfolio ** || With the help of your lecturer use the form below to keep a record of the work that you put into your portfolio. ** Yes/No ** || ** Date finished ** || ** Checked by lecturer ** ** Yes/No ** || <span style="FONT-SIZE: 11pt; FONT-FAMILY: Arial; mso-bidi-font-size: 10.0pt; mso-fareast-font-family: 'Times New Roman'; mso-ansi-language: EN-US; mso-fareast-language: EN-US; mso-bidi-language: AR-SA"> ** ASSESSOR USE ONLY ** This checklist is to be used while observing the candidate performing the requirements for this assessment task. It is expected that all items on the checklist may not be observable in one event. Each element must be observed as a whole to be assessed as competent. 1. Clarify learning goals 2. Clarify factors impacting on own learning 3. Document an individual learning plan 4. Prepare portfolio of completed work samples 5. Monitor and update the individual learning plan || During the observation/demonstration did the candidate || Discuss and share information / ideas Use questioning and active listening to ascertain and clarify information / ideas / opinions. Goals are clarified and agreed with the teacher / supervisor. Plan processes and stages. Clarify learning goals, for example, short term and long term learning goals and indicators of success. Take responsibility for prioritising and completing delegated tasks. ||  ||   ||   || Discuss and share information / ideas Use questioning and active listening to ascertain and clarify information / ideas / opinions. Identify factors impacting on achieving goals. Identify personal strengths and weaknesses and recognise how to learn best. ||  ||   ||   || Discuss and share information / ideas Use questioning and active listening to ascertain and clarify information / ideas / opinions. Locate relevant information in familiar, electronic, printed, handwritten and visual texts. Goals are clarified and agreed with the teacher / supervisor. Plan processes and stages. Clarify learning goals, for example, short term and long term learning goals and indicators of success. Take responsibility for prioritising and completing delegated tasks. ||  ||   ||   || Discuss and share information / ideas Use questioning and active listening to ascertain and clarify information / ideas / opinions. Take responsibility for prioritising and completing delegated tasks. ||  ||   ||   || Complete routine forms, write texts of limited complexity relevant to own purposes. Follow verbal instructions of limited complexity. Take responsibility for prioritising and completing delegated tasks. ||  ||   ||   || <span style="FONT-SIZE: 8pt; FONT-FAMILY: 'Wingdings 2'; mso-bidi-font-family: Arial; mso-bidi-language: ML; mso-ascii-font-family: Arial; mso-hansi-font-family: Arial; mso-char-type: symbol; mso-symbol-font-family: 'Wingdings 2'">   // discussed and documented successes // //<span style="FONT-SIZE: 8pt; FONT-FAMILY: 'Wingdings 2'; mso-bidi-font-family: Arial; mso-bidi-language: ML; mso-ascii-font-family: Arial; mso-hansi-font-family: Arial; mso-char-type: symbol; mso-symbol-font-family: 'Wingdings 2'">  //// discussed and documented barriers // //<span style="FONT-SIZE: 8pt; FONT-FAMILY: 'Wingdings 2'; mso-bidi-font-family: Arial; mso-bidi-language: ML; mso-ascii-font-family: Arial; mso-hansi-font-family: Arial; mso-char-type: symbol; mso-symbol-font-family: 'Wingdings 2'">  //// made changes to the plan as required //   |||| ** Communication ** Discuss and share information / ideas Use questioning and active listening to ascertain and clarify information / ideas / opinions. Review effectiveness of plan in achieving goals. Monitor and review own performance. Monitor progress towards achieving goals. Make adjustments if necessary. Adapt to changes. Suggest changes to improve outcomes. Clarify nature of problem individually or with others. Identify possible problems and act to avoid them where possible. Solve problems in routine contexts. Give and receive feedback in a supported context. Listen to and act on suggestions from others. ||  ||   ||   || Discuss and share information / ideas Use questioning and active listening to ascertain and clarify information / ideas / opinions. Goals are clarified and agreed with the teacher / supervisor. Plan processes and stages. Clarify learning goals, for example, short term and long term learning goals and indicators of success. Take responsibility for prioritising and completing delegated tasks. ||  ||   ||   || Take responsibility for prioritising and completing delegated tasks. Use a range of learning / communication technology; in the context of available equipment. Work collaboratively with other class / group members. Give and receive feedback in a supported context. Listen to and act on suggestions from others. ||  ||   ||   || Locate relevant information in familiar, electronic, printed, handwritten and visual texts. Read and interpret routine documents, complete routine forms, write texts of limited complexity relevant to own purposes. Interpret data presented in simple visual form (including graphs, diagrams and charts). Use a range of learning / communication technology; in the context of available equipment. ||  ||   ||   || Discuss and share information / ideas Use questioning and active listening to ascertain and clarify information / ideas / opinions. Review effectiveness of plan in achieving goals. Monitor and review own performance. Monitor progress towards achieving goals. Make adjustments if necessary. Adapt to changes. Suggest changes to improve outcomes. Clarify nature of problem individually or with others. Identify possible problems and act to avoid them where possible. Solve problems in routine contexts. Give and receive feedback in a supported context. Listen to and act on suggestions from others. ||  ||   ||   || || Candidate: |||| || Signature: || || Assessor: |||| || Signature: || ||
 * ** ELEMENT OF COMPETENCY ** || ** PERFORMANCE CRITERIA ** ||
 * Document an individual learning plan
 * Prepare portfolio of completed work samples || <span style="FONT-SIZE: 10pt; COLOR: black; mso-bidi-font-weight: bold; mso-bidi-font-family: Arial; mso-bidi-font-style: italic">4.1 **//Purposes of the portfolio//** are discussed
 * Monitor and update the individual learning plan
 * ** Student Information ** ||||  ||
 * Last name || First name || Semester/Year ||
 * Student I.D. || Campus || Contact No. ||
 * ** What are my learning goal/s? **
 * ** How can my present skills and past experience help me to achieve my goal? **
 * ** What are the things that might make it difficult for me to achieve my goals? **
 * ** Who and what will help me? **
 * ** By when will I have achieved these goals? **
 * ** How do I like to learn? **
 * ** How often do I need to meet with my lecturer? **
 * Think about the things you must do to help you achieve your goals. **
 * ** STEPS **
 * (1st draft) **
 * ^  || ** 2. **
 * ^  || ** 3. **
 * ^  || ** 4. **
 * ^  || ** 5. **
 * ^  || ** 6. **
 * ^  || ** 7. **
 * Discuss the steps you have listed with your lecturer. **
 * ** STEPS **
 * Revised **
 * ^  || ** 2. **
 * ^  || ** 3. **
 * ^  || ** 4. **
 * ^  || ** 5. **
 * ^  || ** 6. **
 * ^  || ** 7. **
 * **Review of learning plan** ||
 * **Student name:** || **Lecturer:** ||
 * **Date of review:** || ** Date of next meeting: ** ||
 * **I am making good progress/able to meet my goals because…**
 * ** Ways of learning that suit me include… **
 * ** Things that stop me from learning include… **
 * ** My support people helped me by… **
 * ** Changes that I would like to make to my learning plan… **
 * ** Signature of learner: **
 * Signature of lecturer: ** || ** Date: ** ||
 * Follow these steps to help you prepare your portfolio **
 * ** Portfolio ** || ** My notes ** ||
 * The purpose of my portfolio
 * The contents of my portfolio
 * The format of my portfolio
 * My portfolio will be checked by
 * I will review my portfolio
 * ** Name: ** ||
 * ** Description of work sample ** || ** Completed **
 * Candidate name |||||||| ||
 * Assessor name |||||||| ||
 * Unit of competency |||||||| VBQU130 Develop and document a learning plan and portfolio ||
 * Location |||||||| ||
 * Date of assessment |||||||| ||
 * Procedure |||||||| The candidate will be observed at work and required to provide authentic documentation that provides evidence or supports his/her ability to meet each of the five elements:
 * The candidate is asked to provide evidence and/or is observed demonstrating the following elements and criteria. A __Y__ or __N__ is entered in the Yes/No column as appropriate. Brief notes/description of evidence provided is recorded in the Evidence column. In the Comments column relevant observations/notes are recorded. This can be anecdotal.
 * ** Observation/demonstration of skills ** |||| ** Mapped to employability skills ** || ** Yes/No ** || ** Evidence ** || ** Comments ** ||
 * Communicate with the appropriate person in the planning process to identify and prioritise learning goals including any additional requirements |||| ** Communication **
 * Planning and organising **
 * Learning **
 * Self-management **
 * Discuss how current knowledge and skills may be useful in achieving learning goals |||| ** Communication **
 * Learning **
 * Discuss how previous experience may be useful in achieving learning goals ||  ||^   ||^   ||^   ||   ||   ||
 * Describe preferred ways of learning ||  ||^   ||^   ||^   ||   ||   ||
 * Discuss how participation in the course could contribute to achievement of learning goals ||  ||^   ||^   ||^   ||   ||   ||
 * Clarify purpose and features of the learning plan |||| ** Communication **
 * Planning and organising **
 * Learning **
 * Self-management **
 * Complete the process for developing the learning plan |||| ** Communication **
 * Self-management **
 * Document the learning plan |||| ** Communication **
 * Self-management **
 * Review the learning plan
 * Planning and organising **
 * Self-management **
 * Learning **
 * Initiative and enterprise **
 * Problem solving **
 * Teamwork **
 * Participate in discussion about the purpose and contents of the portfolio |||| ** Communication **
 * Planning and organising **
 * Learning **
 * Self-management **
 * Maintain the portfolio using an established model |||| ** Self-management **
 * Technology **
 * Teamwork **
 * Provide sufficient evidence for the portfolio using a range of information gathering skills |||| ** Communication **
 * Technology **
 * Discuss portfolio progress |||| ** Communication **
 * Planning and organising **
 * Self-management **
 * Learning **
 * Initiative and enterprise **
 * Problem solving **
 * Teamwork **
 * Competency Decision: ||
 * <span style="FONT-SIZE: 12pt; FONT-FAMILY: Wingdings; mso-bidi-font-family: Arial; mso-ascii-font-family: Arial; mso-hansi-font-family: Arial; mso-char-type: symbol; mso-symbol-font-family: Wingdings"> ¨  Evidence Sufficient  |||||| <span style="FONT-SIZE: 12pt; FONT-FAMILY: Wingdings; mso-bidi-font-family: Arial; mso-ascii-font-family: Arial; mso-hansi-font-family: Arial; mso-char-type: symbol; mso-symbol-font-family: Wingdings"> ¨   Evidence Not Sufficient  ||
 * Feedback/Further Actions:
 * Date of Assessment: |||| |||| ||