Course guide2021 VET IN SCHOOLS - VICTORIA - IVET
←
→
Page content transcription
If your browser does not render page correctly, please read the page content below
VICTORIA
VET IN SCHOOLS
course guide 2021
ivet.edu.au 1300 00 IVET admin@ivet.edu.au IVET Group: RTO ID: 40548, RTO ID: 32275
1
make your life easier
Our solutions for teachers and students online and in the classroom give
teachers the time they need to deliver the highest quality educational
experience for their students.
PROVIDING VET IN SCHOOLS
SERVICE RESOURCES PORTAL
Our solutions and service Over 25,000 students The IVET portal makes
give teachers the time are currently engaged in delivering your VET course
they need to deliver the IVET courses, using IVET easy. Coordinators can
highest quality educational resources. Our digital & see the bigger picture,
experience for their physical materials are teachers can manage their
students. We have a continually updated to classes and assessments
dedicated customer service resemble all vocational and students can learn with
team available every day
training package updates. ease. IVET portal takes care
and a dedicated School
of everything.
Relationship Officer.
2
OUR SERVICES 4 Why VET in Schools? The IVET Portal Why IVET for Teachers? Why IVET for Students? SPORT 16 SIS20319 - Certificate II in Sport Coaching SIS20115 - Certificate II in Sport and Recreation SIS20419 - Certificate II in Outdoor Recreation SIS30115 - Certificate III in Sport and Recreation BUSINESS 34 BSB20115 - Certificate II in Business BSB20115 - Certificate II in Business (Applied Learning) BSB30115 - Certificate III in Business IDMT – Coding, Gaming & Web Creation / Cyber Security & Support 48 ICT20115 - Certificate II in Information, Digital Media and Technology ICT30118 - Certificate III in Information Technology HOSPITALITY AND KITCHEN OPERATIONS 58 SIT20316 - Certificate II in Hospitality SIT20416 - Certificate II in Kitchen Operations HEALTH & COMMUNITY SERVICES 68 HLT33115 - Certificate III in Health Services Assistance CHC22015 - Certificate II in Community Services GENERAL EDUCATIONAL VOCATIONAL PATHWAYS 78 CHC24015 - Certificate II in Active Volunteering FSK20119 - Certificate II in Skills for Work and Vocational Pathways CUA20215 - Certificate II in Creative Industries 22523VIC - Certificate I in Employment Pathways
OUR SERVICES
All-Inclusive
WHAT’S INCLUDED?
As your VET in schools RTO we will provide everything you need to run your
course, including:
Resources for students in Professional development opportunities
both hard copy and digital
Certificates for students
Teacher resources
Access to IVET’s Online Portal.
Assessments
WHAT IS AUSPICING?
OUR MODEL AND HOW THIS WORKS IN YOUR SCHOOL
Auspicing means that your school delivers the
entire VET program to students within their normal
timetable by qualified and experienced teaching
staff (already) employed by the school.
IVET, as the RTO, is responsible for resources,
support and issuing of qualifications to students.
This is a very popular model with the subjects
IVET offer and allows students to be taught by
staff in your school whilst having the compliance
and rigours of an RTO managed by IVET.
BOOK A Call or go online to book a guided tour of our
in-classroom and digital solutions.
CONSULTATION
We’ll schedule a time to work with you and
demonstrate exactly how IVET can
CALL 1300 00 IVET
ivetinstitute.com.au/consultation 4 make your life easier.
WHY VET IN SCHOOLS?
A VET in schools program provides opportunities for students to explore and gain
current industry skills to enhance employment opportunities, whilst still undertaking full-
time study in their own school.
Vocational programs (in schools) provide students many of the following opportunities:
Training that is relevant to the workplace Gives students a head start on preparing
Allows students to be involved in workplace for a career post secondary school
learning whilst undertaking full-time study in Provides students studying with IVET a range
school of future study options (pathways), both
vocational and higher education
Gain practical, work-related skills to
Allow students to gain a nationally
enhance students’ future employment
recognised qualification whilst in school
opportunities
Students who enjoy their learning
achieve greater results.
Scored ATAR contribution
Students can choose to complete VET studies as part of their senior school certificate.
The VET units may count towards the student’s Australian Tertiary Admissions Rank (ATAR) or
Overall Position (OP).
Positions students for future part-time employment combined with higher education.
get started today
BOOK WE SET UP
YOUR ACCOUNT IN
TEACH!
YOU’RE READY
AN OBLIGATION-FREE
CONSULTATION NO TIME TO GET STARTED
Book a consultation Allocate students Your students can now
& see how IVET can to your courses self-enrol and gain
improve your life & your and manage your instant access to classes
students’ learning. classroom.
5 & resources.
VET administration, made easy
FEATURING
DIGITAL RESOURCES
ACCESSIBLE 24/7
PORTAL BENEFITS FOR EVERYONE
coordinators teachers students
MANAGE EVERYTHING SAVE TIME STREAMLINE
Manage all teachers Easily manage your Self-enrol for instant
& courses classroom & students access to classes
View all class & student Maintain your Instant certificate
progress compliance, qualifications, availability upon
& log your PD successful completion of
course
Maintain your compliance View students’ progress Interactive digital resources
6
why the
DIGITAL RESOURCES PD LOGGING
ONLINE ASSESSMENTS COMPLIANCE
STUDENT SELF-ENROLMENT ACCESS TO CERTIFICATES
*Available electronically once issued
through the RTO
The IVET Online Portal is a place where coordinators can see the bigger picture, teachers
can manage everything they need, and students can learn with ease.
Logging into the IVET portal gives teachers instant access to student progress, course
information, digital resources, classroom management, PD logging, compliance, teacher
qualification management and more.
The portal is created for students and teachers we understand how to solve the
common frustrations schools can face.
Call to book a personal demo with us, or head online and view the virtual tour.
VIEW THE portal demo
IVETINSTITUTE.COM.AU/PORTAL-DEMO
7
WHY IVET FOR TEACHERS?
created for teachers by
teachers
FEATURES
for teachers
Chat online with your students
one-on-one or as a group.
PD Logging, course information
& delivery sequence of units.
Work with a dedicated IVET
School Relationship Officer.
Your one single point of
contact to support you all the
way all year round.
Professional and caring support
for you and your students.
Our objective is to provide
outstanding education and
opportunities for students, by
best supporting teachers.
VIEW THE ONLINE PORTAL DEMO
8 ivetinstitute.com.au/portal-demo
FEATURES FOR TEACHERS
MANAGE YOUR CLASSROOM
Set up your classes quickly and easily in the online portal.
View and manage all of your courses.
Allocate your students within courses.
MANAGE ASSESSMENTS
Quickly view how many pending assessments you have ready for marking.
Monitor individual student assessment progress.
Monitor class progress as a whole.
Mark assessments online.
• Give your students instant feedback on their answers.
• Request a re-submission with one click.
CERTIFICATES
Certificates available online for students who have completed their course.
View certificates available for each student.
ONLINE RESOURCES
View all of your digital student and teacher resources.
9
compliance
made easy
10TEACHER COMPLIANCE
COMPLETE QUALIFICATIONS ONLINE
Save time by completing all of your teacher qualifications online, in one place.
MANAGE YOUR UPGRADES
Easily stay up-to-date by managing your
upgrades in the IVET online portal.
LOG YOUR PD ACTIVITIES
Log all of your PD activities in one place
and build your teaching profile over time.
WHAT WE DO FOR YOU
IVET stores all of your qualifications
online for easy access.
We notify you when it’s time to
upgrade and stay qualified.
Student progress notifications:
We alert you when a student
hasn’t made the expected
progress, or otherwise requires
special attention.
VIEW THE ONLINE PORTAL DEMO ivetinstitute.com.au/portal-demo
11WHY IVET FOR STUDENTS?
single sign-on for all t he
students’ courses
FEATURES
for students
ONLINE CHAT
Chat with the teacher and
collaborate with others
CLEAR SUPPORT
PATHWAYS & EASY
ACCESS TO FURTHER
ASSISTANCE
VIEW THE ONLINE PORTAL DEMO
12 ivetinstitute.com.au/portal-demoWHY IVET FOR STUDENTS
STUDENT SELF ENROLLMENT
Upon completing enrolment, students can begin their course instantly.
Instant access to digital resources, course guide, support, & learning plans.
Self-enrolment includes AVETMISS enrollment & LLN completion, online.
ONLINE UNIT ASSESSMENTS
Access assessments with the option to save progress & complete later.
Students can receive direct, digital, one-on-one feedback from the teacher.
Easy one-click resubmission for assessments.
CERTIFICATES
Access to view and print certificates upon course completion.
ONLINE RESOURCES
Easy access to digital course textbook.
Digital resources feature links to additional digital materials & resources.
Podcasts and Vodcasts
VIEW COMPLETED ASSESSMENTS
Students log in to easily view all assessment marks per unit.NEW
“
Vocational Teachers, welcome to the
new, efficient, cost-effective way to meet
your regulatory professional development
requirements.
14Price On Application
Get Started Today
Register your interest online at ivetacademy.edu.au
Membership Includes
» Rolling Industry-Focus Calendar:
Sport & Recreation, Hospitality & Tourism, Health &
Community Services, Business & IT
» Monthly VET Teaching PD Webinars
» Connect With Your Peers
» Free IVET Face-To-Face Workshops
Webinar Special Features
» Tailored to address Units of Competency
» Content is current & created by professionals working within the
industry
» Bite-sized to fit in with teacher workload
Register Your Interest
Sign up online at ivetacademy.edu.au
Powered By
15PORT
S
16Our sports programs are designed to be
enjoyable for the students choosing to
study in these areas.
Our courses are designed to develop skills that can be applied in a
range of future contexts and settings. Students will be able to apply the
skills in part-time roles as they forge future careers, or if appropriate,
the qualifications will provide pathways to future careers in the Sports
and Recreation Industry.
IVET’s VET in Schools Sports programs are ideal for engagement of all
students with a passion for sport and the outdoors.
• VCE Study Score available for completion of Certificate III in Sport
and Recreation
Pathways
Coaching Sport Business Outdoor
Administration
Certificate II in Sport Certificate II in Sport Certificate II in
Coaching and Recreation Outdoor Recreation
SIS20319 SIS20115 SIS20419
SIS30115 Certificate III in Sport and Recreation
Diploma and University
17Certificate II in Sport Coaching
SIS20319
The IVET Sport Coaching program has been developed with elite athletes and
passionate sporting students in mind.
The principle of the program is to take students away from the sport they are
expert in or most passionate about and have them master a new sport and
develop the required skills to teach that sport. This approach makes for a
practical and active way for students to learn the key principles of coaching and
communication. Students will experience the frustrations associated with learning
something new whilst being active and enjoying the feeling of mastering new
skills. This approach allows teachers to choose sports that the teacher is most
comfortable leading and makes it easier to manage classes with varying levels of
sporting ability.
LEARNING AREAS JOB OPPORTUNITIES
• Individual conditioning for sport • Head or assistant coach
Certificate II in Sport Coaching SIS20319
• Communication with participants • Emerging athlete
and parents • Fitness centre assistant
• Planning training & competition • Referee or official
• Officiating
• Match day and training management
This course is particularly suitable for schools with a sports
academy.
Our course is specifically developed for the Sports Industry and
will introduce students to new technologies being used in many
sports to analyse movement and performance.
Other elective options are possible, however IVET strongly
recommends schools apply the program as recommended as this
will ensure future pathways to university.
18Course Structure 2021
NOMINAL WEEKS
UNITS TYPE
HOURS DELIVERY
SIRXWHS001 Work safely Core 30 5
SISSSOF002 Continuously improve officiating skills and knowledge Elective B 20 3
SISSPAR009 Participate in conditioning for sport Import 30 5
HLTAID003 Provide first aid Core 18 3
SISSSC0001 Conduct sport coaching sessions with foundation level Elective A 50 8
participants
SISSSCO002 Work in a community coaching role* Core 30 5
SISSSCO003 Meet participant coaching needs Import 70 11
TOTAL 248 40
All units are shown in IVET’s standard (suggested) sequence of delivery.
The weeks delivery per unit is based on a 40-week delivery period (avg 4 x 10-week terms).
* The core unit SISSSCO002 requires students to complete 10 hours of practice in a community coaching role in a sport
of their choice (which is incorporated into the assessment).
COURSE DURATION RECOMMENDED WEEKLY TIME COMMITMENT (Scheduled)
1 Year In-class 5 hrs Homework 1 hr
Elective options are available.
^
Scheduled hours means timetabled class time and time allotted for homework only. Further contributions to students’ overall learning
occur in a variety of ways - this will be documented in the course’s Training & Assessment Strategy which will be provided to schools
at the commencement of each school year.
Permissible Substitutes
The units below are the remaining electives from within the qualification’s packaging that are available for selection by schools.
These elective units can only be substituted/swapped with other elective units (A for A, B for B) or imported units, but not added - i.e.
the total number of units cannot be increased.
The core units (see reverse side) cannot be substituted and must be retained.
NOMINAL
UNITS TYPE
HOURS
SISSBSB001 Conduct basketball coaching sessions with foundation level participants Elective A 40
CHCVOL001 Be an effective volunteer* Elective B 25
ICTICT203 Operate application software packages Elective B 60
SISXCAI001 Provide equipment for activities Elective B 10
*The CHCVOL001 unit requires students to complete 20 hours of volunteer work (which is incorporated into the assessment).
Further units may be available to import from other qualifications or training packages. In the event that your school has a specific need
for a unit not listed above, please consult your Schools Relationship Officer.
Important – As the student resource is printed as a standardised course book, the unit-based resource for any substitute units will only
www.ivet.edu.au
be available in soft copy for the school/students to self-print.
19Safety Equipment
In addition to appropriate clothing, you will
also need safety equipment such as:
» /LSTL[Z
» Eye protection
» /PNO]PZPIPSP[`]LZ[ZVYJSV[OPUN
» Elbow pads
» Knee pads
» Wrist guards
» Padded shorts
Helmets
0[PZJVTW\SZVY`[V^LHYHOLSTL[[OH[TLL[Z[OL(\Z[YHSPHU:[HUKHYK(:5A: ! ¶)PJ`JSL/LSTL[Z
4HU`ZLYPV\ZYVHKPUQ\YPLZHUKKLH[OZZ\ќLYLKI`J`JSPZ[ZHYLK\L[VOLHKPUQ\YPLZ(JVYYLJ[S`Ä[[LKHWWYV]LK
helmet will reduce your chances of death or serious injury, should you be involved in a crash.
ACTIVITY 1
Fitting a Helmet
>H[JO[OPZ]PKLV^OPJOZOV^ZOV^[VJVYYLJ[S`Ä[HOLSTL[
https://www.youtube.com/watch?v=WibrBqhci7U
Answer the following questions.
1. >OH[^PSS`V\ULLK[VJVYYLJ[S`Ä[[OLOLSTL[&
....................................................................................................................................................
....................................................................................................................................................
2. Why do you measure your head?
Sample Pages
....................................................................................................................................................
....................................................................................................................................................
From the student workbook.
• Supplied as hard-copy workbook 9 • Contains interactive student activities
• Supplied as digital flip-book within the IVET Portal • Written by experts in the field
20Food and Drink
If you are riding for more than an hour, you should
consider hydration and refuelling strategies to ensure
everyone has enough energy to complete the ride and
don’t get dehydrated.
You can also provide advice on the foods to avoid
before riding. These include:
» L_JLZZÄIYL
» excess fatty foods
» unusually spicy foods
» L_JLZZJHќLPULPU[HRLZ
» alcohol
Photo by Victor Xok on Unsplash
The best strategy for eating during a ride is little and
often. The recommended carbohydrate intake is 30- For example
60g per hour. The reason for this is a person can only
process about one gram of carbohydrate per minute. 30 grams can be provided by the following:
Eating more increases the chances of getting an upset » 500ml bottle of commercially available
stomach. isotonic sports drink
» 1 and a half carbohydrate energy gels
(S^H`ZJOLJRPMHU`WHY[PJPWHU[ZOH]LZWLJPÄJKPL[HY`
» Small handful of jellied sweets
requirements.
» 1 large banana
For short rides, the best thing to drink is plain water. » 1 large cereal bar or carbohydrate-
This will keep you hydrated but does not add to your IHZLKLULYN`IHYSV^ÄIYL.
energy levels.
0MYPKPUNMVYSVUNWLYPVKZ`V\JHUKYPURJVTTLYJPHSS`H]HPSHISLPZV[VUPJZWVY[ZKYPURZ^OPJOYLWSHJLÅ\PKZHUK
supply you with carbohydrates and electrolytes.
Weather Conditions
Check the weather conditions as far ahead as possible. Depending on the route and destination it may be
ULJLZZHY`[VWVZ[WVUL[OLYPKLK\L[VÅVVKPUNVYI\ZOÄYLYPZR(S^H`ZILWYLWHYLKMVY^L[^LH[OLYHUKJHYY`
or wear suitable clothing. Wear long sleeves and pants and use sunscreen to protect you from UV radiation.
Emergency Procedures
When taking a group of participants on a cycling activity it is important to have plans in place for an emergency.
6ULWLYZVUZOV\SKILHX\HSPÄLKÄYZ[HPKLYHUK`V\ZOV\SKOH]LJVU[PUNLUJPLZPUWSHJLPU[OLL]LU[VMHU
accident or injury during your ride. Make plans with a non-participating person as to the estimated time of
arrival at your destination and organise if you might require a vehicle to transport a participant, cycles or
equipment.
5
21Certificate II in Sport and
Recreation SIS20115
IVET’s Sport and Recreation Certificate II is a sports business administration
program that has been developed with input from a range of industry
experts. The program is designed to prepare students for a career in Sports
Administration and Management or to provide the foundation skills required for a
career in general business.
The program will provide students with an opportunity to learn key business skills
whilst applying the learning in a hands-on sporting context.
For students who enjoy sport, this is the ideal subject choice to keep students
engaged and a range of future career options open.
Certificate II in Sport and Recreation SIS20115
LEARNING AREAS JOB OPPORTUNITIES
• Overview of the sport, fitness and • Pool lifeguard
recreation industry • Sports retail roles
• First aid and emergency situations • After-school sports programs
• Equipment maintenance • Recreation officer
• Workplace health & safety • Sport and recreation attendant
• Customer service • Leisure services officer
• Introductory IT skills • Business administrator
• Sales & customer service
Elective options to reduce the total number of units for a
Certificate II and III combined are available.
22Course Structure 2021
NOMINAL WEEKS
UNITS TYPE
HOURS DELIVERY
BSBWOR202 Organise and complete daily work activities Core 20 3
HLTWHS001 Participate in workplace health and safety Core 20 3
SISOPLN002 Plan outdoor activity sessions Import 50 7
SISXCAI002 Assist with activity sessions Core 15 2
SISXCAI001 Provide equipment for activities Elective 10 1
SISXFAC001 Maintain equipment for activities Elective 5 1
HLTAID003 Provide first aid Core 18 3
SISXEMR001 Respond to emergency situations Core 18 3
SISXIND002 Maintain sport, fitness and recreation industry knowledge Core 30 4
SISSSOF002 Continuously improve officiating skills and knowledge Import 20 3
SISXIND001 Work effectively in sport, fitness and recreation environments Core 25 3
SISSPAR009 Participate in conditioning for sport Import 30 4
SISXCCS001 Provide quality service Core 25 3
TOTAL 286 40
All units are shown in IVET’s standard (suggested) sequence of delivery.
The weeks delivery per unit is based on a 40-week delivery period (avg 4 x 10-week terms).
COURSE DURATION RECOMMENDED WEEKLY TIME COMMITMENT (Scheduled)
1 Year In-class 5.5 hrs Homework 1.5 hrs
Elective options are available.
^
Scheduled hours means timetabled class time and time allotted for homework only. Further contributions to students’ overall learning
occur in a variety of ways - this will be documented in the course’s Training & Assessment Strategy which will be provided to schools
at the commencement of each school year.
Permissible Substitutes
The units below are the remaining electives from within the qualification’s packaging that are available for selection by schools.
These elective units can only be substituted/swapped with other elective or imported units, but not added - i.e. the total number of
units cannot be increased.
The core units (see reverse side) cannot be substituted and must be retained.
NOMINAL
UNITS TYPE
HOURS
BSBSUS201 Participate in environmentally sustainable work practices Elective 20
BSBWOR201 Manage personal stress in the workplace Elective 40
CHCCOM001 Provide first point of contact Elective 35
FSKDIG03 Use digital technology for routine workplace tasks Elective 15
FSKLRG09 Use strategies to respond to routine workplace problems Elective 15
FSKLRG11 Use routine strategies for work-related learning Elective 10
ICTICT203 Operate application software packages Elective 60
SISCAQU002 Perform basic water rescues Elective 10
Further units may be available to import from other qualifications or training packages. In the event that your school has a specific need
for a unit not listed above, please consult your Schools Relationship Officer.
Important – As the student resource is printed as a standardised course book, the unit-based resource for any substitute units will only
be available in soft copy for the school/students to self-print. 23SISSSCO002 – Work in a community coaching role – Resource
/V^[V9LHK)VK`3HUN\HNL
Reading body language is a skill that you will continue to develop
throughout your life. There are, however, several common cues
to pay attention to. When you are communicating with someone,
it’s helpful to try to combine what their body language is telling
you while also listening to the words that they are saying.
Take notice of the below:
» Posture: Someone who is engaged, listening and open to
ideas will often have their shoulders back and spine straight. On the other hand, poor posture with their
shoulders slouched or raised and spine bent might indicate nervousness, anxiety or anger.
» Use of arms: A sign that a person feels positive and ready to absorb information might be that they
OH]L[OLPYHYTZKV^U[V[OLPYZPKLVUH[HISLVYHYYHUNLKPUZVTLV[OLYVWLU^H`6U[OLÅPWZPKLPM
their arms are crossed or closed, it’s more likely they’re experiencing some sort of negative emotion.
» Use of legs: )V[OMLL[ILPUNWSHJLKÅH[VU[OLNYV\UKPZUVYTHSS`HZPNU[OH[ZVTLVULPZYLHK`HUK
open to hearing your ideas. Having their legs crossed or arranged in some other closed formation might
indicate that they feel irritated or stressed.
» Use of facial expressions: Someone frowning, furrowing their brow or tightening their lips, might
feel confused, angry or negatively emoted. In contrast, someone who has a soft smile, relaxed facial
muscles or gently raised eyebrows is likely showing that they feel good about the information you are
presenting.
Be careful when responding to non-verbal communications as people are often unaware of their body language
HUKTPNO[MLLSH^R^HYKVYLTIHYYHZZLKPM`V\IYPUNP[\W0M`V\KVMLLSP[^V\SKILILULÄJPHS[VTLU[PVUP[`V\
could try something like “I get the feeling you might be feeling confused about the instructions I have given. Is
there something I can do to make it easier to understand?” It might also be a better idea to address this one
on one, rather than in a group scenario.
Likewise, you may also be unaware of your own body language! Think about your own posture, facial expressions
`V\VM[LUJVU]L`HUKNLZ[\YLZ`V\THRL)LPUNJVUZJPV\ZVM[OPZ^PSSILVMILULÄ[^OLUWYLZLU[PUN`V\YZLSM
to others; even the youngest of participants can read aspects of non-verbal communication, so make sure
what you’re conveying is how you really feel.
(J[P]L3PZ[LUPUN
As the name suggests, active listening is actively listening. It’s fully concentrating on what the speaker is
saying, rather than just hearing the words that are coming out of their mouth.
Sample Pages
It involves listening with a number of your senses and showing the speaker that you are engaged in what
they are saying. Maintaining eye contact, giving verbal nods or saying uh-huh, smiling and agreeing will all
encourage them to continue speaking, and show you’re invested in what they are saying. This should also
THRL[OLTMLLSTVYLH[LHZLHSSV^PUN[OLT[VJVTT\UPJH[LTVYLMYLLS`HUKJVUÄKLU[S`
From the student workbook.
• Supplied as hard-copy workbook 10 • Contains interactive student activities
• Supplied as digital flip-book within the IVET Portal • Written by experts in the field
24There are both verbal and non-verbal signs of active listening.
Verbal signs include: 5VU]LYIHSZPNUZPUJS\KL!
Positive Reinforcement Smile
This can show you’re being attentive; however, Smiles show that the listener is paying attention;
the listener should do this sparingly so as not to they are also a way of showing agreement or
distract from what the speaker is saying. happiness about the message being received.
Overuse of words and phrases Combined with verbal nods, smiles can be
powerful in showing that messages are being
Such as ‘very good’ or ‘yes’ can become
listened to and understood.
annoying to the speaker. Instead, it’s better to
explain why you agree with a certain point. Eye Contact
Remembering It is normal and usually encouraging for the
listener to be looking at the speaker. Eye contact,
Humans are notoriously bad at remembering
though, can be intimidating for some, especially
details; however, remembering a handful of key
for more shy speakers – gauge how much eye
points will help reinforce that listening has been
contact is appropriate for any given situation.
successful. Reciting details, ideas and concepts
Combine eye contact with smiles and other non-
from earlier conversations show that attention
verbal messages to encourage the speaker.
was kept, and this should encourage the
speaker to continue. Posture
Questioning 7VZ[\YLJHU[LSSHSV[HIV\[[OLZLUKLYHUK
receiver in interpersonal interactions. The
Asking regular questions shows that you have
attentive listener tends to lean slightly forward
been paying attention. Asking appropriate
or sideways whilst sitting. Other signs of active
questions helps to reinforce that you have an
listening may include a slight slant of the head or
interest in what the speaker has been saying.
resting the head on the one hand.
5HñHFWLRQ
Mirroring
Repeating or paraphrasing what the speaker has
(\[VTH[PJYLÅLJ[PVUTPYYVYPUNVMHU`MHJPHS
said in order to show comprehension is called
expressions or body posture used by the
YLÅLJ[PUN9LÅLJ[PVUHSSV^Z`V\[VYLPUMVYJL
speaker can be a sign of attentive listening.
the message of the speaker and demonstrate
These expressions can assist in showing
understanding.
sympathy and empathy in emotional situations.
&ODULðFDWLRQ
Distraction
Clarifying is where you ask questions of the
Active listeners do not get distracted and thus
speaker to check that the message you’re
^PSSYLMYHPUMYVTÄKNL[PUNSVVRPUNH[HJSVJRVY
receiving is correct. Open questions which
watch, doodling or playing with their hair.
enable the speaker to expand on certain points
HYLUVYTHSS`\ZLKPU[OLJSHYPÄJH[PVUWYVJLZZ
Summarisation
Using your own words to repeat what the
speaker has said is called summarisation. This is
where you take the main points of the message
and repeat them in a clear and logical way,
allowing the speaker to correct you if necessary.
11
25Certificate II in Outdoor
Recreation SIS20419
IVET’s Outdoor Sports Education program provides students an opportunity to
apply exploration of the outdoors in a sporting context with key skills that will
enable them to develop careers in outdoor recreation or pathways to further
education.
For students excited by a career in Outdoor Education and Recreation, the
program will provide the foundation skills to pursue employment or further study.
Equally for those pursuing other career paths, the program provides the skills
required to secure part-time work in Outdoor Recreation roles, providing students
an opportunity to earn their way through future study in roles they are passionate
about.
Applied with camps and/or excursions, the program will engage students who
Certificate II in Outdoor Recreation SIS20419
may not be suited to traditional classroom learning.
LEARNING AREAS JOB OPPORTUNITIES
• Conducting outdoor recreation • Outdoor activity assistant
sessions • School camp activity assistant
• First aid and emergency situations • Watersports activities assistant
• Safety in the outdoors • Outdoors supplier retail assistant
• Environmental sustainability • Outdoor participant
• Working effectively in the outdoors
26Course Structure 2021
NOMINAL WEEKS
UNITS TYPE
HOURS DELIVERY
HLTWHS001 Participate in workplace health and safety Core 20 3
SISOPLN002 Plan outdoor activity sessions Import 50 8
SISOFLD001 Assist in conducting recreation sessions* Core 30 5
SISOFLD002 Minimise environmental impact* Core 15 2
SISXCAI001 Provide equipment for activities Elective B 10 2
SISXFAC001 Maintain equipment for activities Elective B 5 1
HLTAID003 Provide first aid Elective B 18 3
SISXIND002 Maintain sport, fitness and recreation industry knowledge Core 30 5
SISOCYT002 Ride bicycles on roads and pathways, easy conditions Elective A 20 3
SISOBWG001 Bushwalk in tracked environments Elective A 20 3
SISOFLD006 Navigate in tracked environments Elective A 30 5
TOTAL 248 40
*These units are clustered together for delivery and assessment.
All units are shown in IVET’s standard (suggested) sequence of delivery.
The weeks delivery per unit is based on a 40-week delivery period (avg 4 x 10-week terms).
COURSE DURATION RECOMMENDED WEEKLY TIME COMMITMENT (Scheduled)
1 Year In-class 5 hrs Homework 1 hr
Elective options are available.
^
Scheduled hours means timetabled class time and time allotted for homework only. Further contributions to students’ overall learning
occur in a variety of ways - this will be documented in the course’s Training & Assessment Strategy which will be provided to schools
at the commencement of each school year.
Permissible Substitutes
The units below are the remaining electives from within the qualification’s packaging that are available for selection by schools.
These elective units can only be substituted/swapped with other elective units (A for A, B for B) or imported units, but not added - i.e.
the total number of units cannot be increased.
The core units (see reverse side) cannot be substituted and must be retained.
NOMINAL
UNITS TYPE
HOURS
SISCAQU002 Perform basic water rescues Elective A 10
SISOCNE001 Paddle a craft using fundamental skills Elective A 35
SISOCYT004 Ride off road bicycles on easy trails Elective A 20
SISOSNK001 Snorkel Elective A 20
SISOSRF001 Surf small waves using basic manoeuvres Elective A 20
SISXCCS001 Provide quality service Elective B 25
SITXCOM002 Show social and cultural sensitivity Elective B 20
SITXFSA001 Use hygienic practices for food safety Elective B 15
Further units may be available to import from other qualifications or training packages. In the event that your school has a specific need
for a unit not listed above, please consult your Schools Relationship Officer.
www.ivet.edu.au
Important – As the student resource is printed as a standardised course book, the unit-based resource for any substitute units will only
be available in soft copy for the school/students to self-print. 27SISOPLN002 – Plan outdoor activity sessions – Resource
What are the Needs and Expectations of Your Participants?
The choice of outdoor activity is often determined by the needs and expectations of those that will be involved
in your session. For example, there is no point planning an eight-day hike across a mountain range for a group
of 5-9-year-olds, nor is it potentially ideal to plan an extreme mountaineering expedition for those with little or
no previous experience.
;OH[PZ^O`[OLÄYZ[[OPUN`V\ULLK[VKVILMVYLKL[LYTPUPUN^OH[`V\YV\[KVVYHJ[P]P[`PZNVPUN[VILPZ
[VÄUKV\[HU`PUMVYTH[PVU`V\JHUHIV\[`V\YWV[LU[PHSWHY[PJPWHU[ZHSSV^PUN`V\[VKL[LYTPUL^OH[[OLPY
preferences and expectations potentially are. This could be as simple as having a casual conversation with
them or sending out an email asking for suggestions on things they’d like to do.
If you have ideas, then you can ask for feedback on these suggestions prior to making a commitment. For
example, there is no point planning an archery afternoon if no one is particularly interested in such an event
and would really prefer to go canoeing along a river.
;OLYLHYLH]HYPL[`VMKPќLYLU[^H`Z[OH[`V\JV\SKHZRWLVWSLMVY[OLPYZ\NNLZ[PVUZ;OLZLTH`PUJS\KL!
» a suggestion box
» a questionnaire
» an online survey
» a Facebook group chat
» other social media chat
» asking them face to face.
Sample Pages
From the student workbook.
• Supplied as hard-copy workbook 4 • Contains interactive student activities
• Supplied as digital flip-book within the IVET Portal • Written by experts in the field
28Who are Your Participants?
Often the decision of what type of activity to undertake will be determined by knowing who your participants
^PSSIL;OPZ^PSSTVZ[SPRLS`ILKLÄULKI`RUV^PUN^OVPZPU]VS]LKPU`V\YJS\IVYVYNHUPZH[PVU;OL`TH`OH]L
a common interest or partake in an activity, such as a sports club or association, or they may be connected by
LTWSV`TLU[PUHUVѝJLVYJVTWHU`>OH[`V\ZOV\SKILHISL[VKV^P[O[OPZPUMVYTH[PVUPZ[VPKLU[PM`ZPTPSHY
characteristics, abilities or potential special needs of those that might participate in the nominated activity.
For example, you might be asked to formulate an outdoor activity for a small group of retirees who may have
mobility issues, or you might be asked to organise a school excursion for a group of 9-year-old boys.
You may already have access to this information, or you may need to devise a mechanism to source it. This
could be as simple as asking questions of the group in an informal manner, creating a questionnaire or asking
for information on a social media platform. It could include questions about some of the following elements:
» Physical limitations including but not limited to:
› eyesight
› hearing For example
› physical impairments If your nominated activity was an
› other conditions, such as asthma 18-kilometre hike through a state
› ability (or limitations) in walking forest and one of your possible
› WO`ZPJHSÄ[ULZZ WHY[PJPWHU[Z ^HZ L_[YLTLS` \UÄ[
and carrying a long term knee
» Common characteristics they might share, including but injury, and their involvement in
not limited to: the activity would potentially
› age create an unsafe situation for
› gender them, it would be logical that you
would have to communicate to
› ÄUHUJPHSZ[H[\Z
them that the activity would likely
› where they live
be unsuitable for them to attend.
› access to transport
› availabilities.
» Special needs they may have could include but not be limited to:
› dietary requirements
› special aid requirements or support.
>OH[`V\^PSSÄUK^P[O[OPZPUMVYTH[PVUPZ[OH[[OLYL^PSSILH]HYPL[`VMYLZ\S[Z5V[^VWLVWSLHYLL_HJ[S`[OL
same, nor are their circumstances, and this will mean that will be instances in which you identify and will need
[VHK]PZLWHY[PJPWHU[ZVMHU`YLHZVUZ[OL`TH`UV[ILHISL[VWHY[PJPWH[LPU[OLUVTPUH[LKHJ[P]P[`>OPSL[OPZ
PZUL]LYHUPKLHSZP[\H[PVUP[TH`ILHYLX\PYLTLU[ÄYZ[S`MVY[OLWLYZVU»ZV^UZHML[`VYMVY[OLNYLH[LYZHML[`
VM[OLNYV\W0KLHSS``V\^V\SKSPRL[VÄUKHUHJ[P]P[`[OH[PZPUJS\ZP]L[VHSS`V\YWVZZPISLWHY[PJPWHU[ZI\[[OPZ
is not always possible.
5
29Certificate III in Sport and
Recreation SIS30115
Stand-alone or combined with one of the three aforementioned Certificate II
programs, the Certificate III in Sport and Recreation is our most popular VET in
schools course. Delivered over 12 to 36 months, this course offers students a
vocational qualification.
The Certificate III in Sport and Recreation will build further on the skills and
knowledge offered in the Certificate II of each of the Coaching, Sports Business
Admin, or Outdoor Pathways. The units selected meet the requirements of the
VCE scored assessment.
LEARNING AREAS JOB OPPORTUNITIES
Certificate III in Sport and Recreation SIS30115
(Depending on pathway/focus)
• Pool lifeguard
• Planning a session & facilitating • Sports retail roles
groups • Sports trainer
• Conducting warm-up & cool-down • After school sports programs
programs • Recreation officer
• Safety & the sport environment • Sport and recreation attendant
• Social media & creative thinking • Leisure services officer
• Sports injuries • Sports coaching roles
• Sports & business technology • Outdoor recreation roles
The IVET Certificate III in Sport and Recreation can be
contextualised to the pathway the student wishes to pursue
– Sport Coaching, Sport Business Administration, Outdoor
Recreation.
30Course Structure 2021
NOMINAL WEEKS
UNITS 1 & 2 (YEAR 1) TYPE
HOURS DELIVERY
BSBWOR301 Organise personal work priorities and development Core 30 4
HLTWHS001 Participate in workplace health and safety Core 20 3
SISOPLN002 Plan outdoor activity sessions Import 50 7
SISXCAI003 Conduct non-instructional sport, fitness or recreation sessions Core 20 3
HLTAID003 Provide first aid Core 18 3
SISXEMR001 Respond to emergency situations Core 18 3
ICTWEB201 Use social media tools for collaboration Core 20 3
SISXCCS001 Provide quality service Core 25 4
SISSSOF002 Continuously improve officiating skills and knowledge Import 20 3
SISXIND006 Conduct sport, fitness or recreation events Elective 55 7
YEAR 1 TOTAL 276 40
UNITS 3 & 4 (YEAR 2)
BSBWHS303 Participate in WHS hazard identification, risk assessment & risk control* Core 50 11
SISXCAI004 Plan and conduct programs* Core 35 8
SISSSCO001 Conduct sport coaching sessions with foundation level participants* Import 50 11
SISXCAI006 Facilitate groups* Elective 25 5
SISXRES002 Educate user groups* Elective 25 5
YEAR 2 TOTAL 185 40
All units are shown in IVET’s standard (suggested) sequence of delivery.
The weeks delivery per unit is based on an 80-week delivery period (avg 8 x 10-week terms).
*Indicates scored assessment availability.
COURSE DURATION RECOMMENDED WEEKLY TIME COMMITMENT (Scheduled^) In-class 5.5 hrs Homework 1.5 hrs
2 Years RECOMMENDED WEEKLY TIME COMMITMENT (Scheduled^) In-class 4 hrs Homework 1 hr
Elective options are available.
^
Scheduled hours means timetabled class time and time allotted for homework only. Further contributions to students’ overall learning
occur in a variety of ways - this will be documented in the course’s Training & Assessment Strategy which will be provided to schools at
the commencement of each school year. Course duration and unit selection may vary when combined with a Certificate II Qualification.
Permissible Substitutes
The units below are the remaining electives from within the qualification’s packaging that are available for selection by schools.
These elective units can only be substituted/swapped with other elective or imported units, but not added - i.e. the total number of units
cannot be increased. The core units (see reverse side) cannot be substituted and must be retained.
NOMINAL
UNITS TYPE
HOURS
BSBWOR204 Use business technology Elective 20
BSBINM301 Organise workplace information Elective 30
ICTICT203 Operate application software packages Elective 60
SITXFSA001 Use hygienic practices for food safety Elective 15
Further units may be available to import from other qualifications or training packages. In the event that your school has a specific need
for a unit not listed above, please consult your Schools Relationship Officer.
Important – As the student resource is printed as a standardised course book, the unit-based resource for any substitute units will only
be available in soft copy for the school/students to self-print.
31:0:::6-¶*VU[PU\V\ZS`PTWYV]LVѝJPH[PUNZRPSSZHUKRUV^SLKNL¶9LZV\YJL
4VKLSSPUNWYVMLZZPVUHSZ[HUKHYKZL_WLJ[LKVMHUVMÄJPHS
^OLUKLHSPUN^P[OKPMÄJ\S[VMÄJPH[PUNZP[\H[PVUZHUKL[OPJHS
KPSLTTHZ
6ѝJPH[PUNZWVY[ZNHTLZHUKJVTWL[P[PVUZJHUILH[H_PUNQVI"P[»ZUV[HYVSL[OH[`V\ZOV\SKLU[LYPU[V^P[O
[OLTPUKZL[[OH[P[»ZNVPUN[VILLHZ`;OLYLPZHSV[VMWYLZZ\YLVU[OVZLVѝJPH[PUN[VTHRLJVYYLJ[KLJPZPVUZ
HUK[OLYL^PSSIL[PTLZ[OH[`V\HYLW\[PUKPѝJ\S[ZP[\H[PVUZIV[OMYVTHILOH]PV\YHSHUKL[OPJHSZ[HUKWVPU[
(Z HU VѝJPHS [OLYL HYL HSZV SH^Z [OH[ `V\ HYL IV\UK I` HUK `V\ ULLK [V HIPKL I` [OLZL H[ HSS [PTLZ
3LNHSZ[HUKHYKZHYL[OVZLIHJRLKI`SLNPZSH[PVUHUKMHPS\YL[V\WOVSK[OLZLTH`YLZ\S[PUSLNHSHJ[PVU"[OLZL
YLZWVUZPIPSP[PLZHYLZL[I`[OL]HYPV\ZSL]LSZVM[OL(\Z[YHSPHUNV]LYUTLU[
These apply to a range of topics, including, but not limited to:
» Duty to control and supervise the activity » Work health and safety
» Negligence » 0UZ\YHUJL
» Anti-discrimination » Sporting tribunals and natural justice
» Public liability and duty of care » Child protection
» Risk management
,[OPJHSYLZWVUZPIPSP[PLZJHUILKLÄULKHZ¸ILOH]PV\YHSYLX\PYLTLU[Z^OPJONV]LYU[OL^H`PU^OPJOHUVѝJPHS
PU[LYHJ[Z^P[O[OLWHY[PJPWHU[ZHUKJVUK\J[Z[OLJVTWL[P[PVUVYNHTL¹,[OPJHSZ[HUKHYKZHYLZL[I`ZVJPL[`"
[OL`HYLZLLUHZ[OL¸YPNO[[OPUN[VKV¹HZO\THUILPUNZ.V]LYUPUNWLHRIVKPLZPU[OLZWVY[HUKYLJYLH[PVU
PUK\Z[Y`ZL[THU`VM[OLL[OPJHSYLZWVUZPIPSP[PLZHUKZ[HUKHYKZ
Ethical responsibilities of
ZWVY[ZVѝJPHSZPUJS\KLI\[HYL
not limited to:
» Harassment
» Physical and verbal abuse
» 7HY[PJPWHU[VѝJPHSYLSH[PVUZOPWZ
Sample Pages
» Fair play
» Free of bias
» Duty to enforce rules or laws
From the student workbook.
• Supplied as hard-copy workbook 10 • Contains interactive student activities
• Supplied as digital flip-book within the IVET Portal • Written by experts in the field
32The following are examples of sporting industry Codes of Conduct and Codes of Ethics for players, parents,
JVHJOLZHUKVѝJPHSZ[OH[^V\SKULLK[VIL\WOLSKK\YPUNHNHTLVYJVTWL[P[PVU!
Players • )LHNVVKZWVY[
• Respect all participants/competitors regardless of their gender, ability, cultural
IHJRNYV\UKVYYLSPNPVU
Coaches • 4HRLZ\YL[OH[LX\PWTLU[HUKMHJPSP[PLZTLL[ZHML[`Z[HUKHYKZHUKHYL
HWWYVWYPH[L[V[OLHNLHUKHIPSP[`VMHSSWSH`LYZ
• 5L]LYJOHZ[PZLH`V\UNWSH`LYMVYTHRPUNHTPZ[HRLVYUV[JVTPUNÄYZ[
Parents • Always encourage children to play by the rules and settle disagreements without
YLZVY[PUN[VOVZ[PSP[`VY]PVSLUJL
• -VJ\ZVU[OLLќVY[ZHUKWLYMVYTHUJLVM[OLJOPSKYH[OLY[OHU^PUUPUNVYSVZPUN
2τFLDOV • :OV^JVUZPZ[LUJ`VIQLJ[P]LULZZHUKJV\Y[LZ`^OLUTHRPUNKLJPZPVUZ
• +LUV\UJL\UZWVY[PUNILOH]PV\YHUKWYVTV[LYLZWLJ[MVYHSSVWWVULU[Z
Policies and proceduresHYLNLULYHSS`[OLY\SLZ[OH[VѝJPHSZHYLL_WLJ[LK[VMVSSV^^OLUVѝJPH[PUNNHTLZVY
JVTWL[P[PVUZHUKYLWYLZLU[PUN[OLPYJOVZLUZWVY[7VSPJPLZYLSH[L[V[OLZWLJPÄJY\SL[OH[T\Z[IL\WOLSKHUK
[OLWYVJLK\YLV\[SPULZ[OLZ[LWZ[OH[HYLMVSSV^LK[V\WOVSK[OLWVSPJ`;OLZLWVSPJPLZHUKWYVJLK\YLZTPNO[
PUJS\KLOV^[OL`KYLZZ[OLLX\PWTLU[[OH[[OL`HYLL_WLJ[LK[VOH]LVU[OLT^OLUVѝJPH[PUNPL^OPZ[SL
ÅHNZL[J^OLYL[OL`Z[HUK^OH[HYLHZVM[OLÄLSKVYNYV\UKHYLPU[OLPYVѝJPH[PUNHYLHHUK^OH[[VKVPM[OL`
HYL\UZ\YLVM^OH[KLJPZPVU[VTHRLMVYL_HTWSLHJJLZZPUN[OL[OPYK\TWPYLPUJYPJRL[
7VSPJPLZHUKWYVJLK\YLZMVYVѝJPHSZ^V\SKHSZVPUJS\KLPUMVYTH[PVUHIV\[YLNPZ[YH[PVUHUKHJJYLKP[H[PVU;VIL
HUVѝJPHS[OLPUKP]PK\HST\Z[OVSK[OLHWWYVWYPH[LX\HSPÄJH[PVUMVY[OLZWLJPÄJZWVY[HUKSL]LS^OPJO[OL`HYL
VѝJPH[PUN;OPZX\HSPÄJH[PVUJHUVUS`ILVI[HPULK[OYV\NOHU5:6HUKVM[LUYLX\PYLZHUPUKP]PK\HS[VH[[LUK
a course, seminar or some form of formal training, where they can be tested on their ability to remember
[OLY\SLZHUKYLN\SH[PVUZVM[OLZWVY[ILVIZLY]LKVѝJPH[PUNHNHTLVYJVTWL[P[PVUHUKKLTVUZ[YH[L[OL
X\HSP[PLZVMHNVVKVѝJPHS-VYL_HTWSL[OL0U[LYUH[PVUHS;LUUPZ-LKLYH[PVUJLY[PÄLZVѝJPHSZ[VJVUK\J[VѝJPHS
NHTLZ VY JVTWL[P[PVU ;OPZ JLY[PÄJH[PVU WYVJLZZ PUJS\KLZ JOHPY \TWPYLZ YLMLYLLZ HUK JOPLM \TWPYLZ ;OL
JLY[PÄJH[PVUPZIYVRLUKV^UPU[VMV\YSL]LSZVYIHKNLZ!^OP[LIYVUaLZPS]LYHUKNVSK;OL^OP[LIHKNLVUS`
HSSV^ZHUPUKP]PK\HS[VVѝJPH[LPU[OLPYV^UJV\U[Y`^OLYLHZ[OLV[OLY[OYLLIHKNLZHSSV^HUPUKP]PK\HS[VIL
PU]VS]LKPUPU[LYUH[PVUHSJVTWL[P[PVUZ
+LWLUKPUNVU[OL5:6YLYLNPZ[YH[PVUTH`ILYLX\PYLKHU`^OLYLMYVTVUL[VÄ]L`LHYZ;OLYLHJJYLKP[H[PVU
WYVJLZZPZHUPTWVY[HU[VULHZP[LUZ\YLZ[OH[[OLVѝJPHSPUX\LZ[PVUZ[PSSOHZ[OLHIPSP[`HUKRUV^SLKNL[V
uphold the standards of the sport through being familiar with all current rules and regulations and that they
OH]L[OLYLSL]HU[L_WLYPLUJL[VJVU[PU\L[OLPYYVSLHZHUVѝJPHS9LYLNPZ[YH[PVUWYVJLZZLZ]HY`MYVT5:6[V
5:64HU`YLX\PYLVѝJPHSZ[VWYV]PKLL]PKLUJLVM[OLPYHJ[P]LYVSLHZHUVѝJPHS^P[OPU[OLPYZWVY[Z\JOHZH
SVNIVVRVYWYVVMVMWYVMLZZPVUHSKL]LSVWTLU[Z\JOHZH[[LUKPUNJVUMLYLUJLZVYHKKP[PVUHS[YHPUPUNJV\YZLZ
9
33IN ESS
BUS
34IVET’s general business program will
provide students with the skills required
to secure employment or future study
pathways in a wide variety of careers.
Students will be exposed to range of business skills that
will be applicable to multiple industries. The courses
offered expose students to a range of Digital Technologies
being used across businesses today. This includes
exposure to SaaS (Software as a Service) products which
are found increasingly in businesses world-wide.
In addition, schools that undertake the Certificate III
level program can select Cyber Security electives,
providing students a key skill identified by industry and
the Australian Government as essential to business
administration and management roles in the future. The
Cyber Security units will aid students in understanding
how to protect themselves and others online, providing
great workplace skills, but also skills that can be applied
by the students in their personal and family life.
Graduates of the Certificate II and III programs will be able
to demonstrate to future employers the base level Digital
Technology and Business skills to add value immediately
in any workplace.
Courses:
• BSB20115 - Certificate II in Business
• BSB20115 - Certificate II in Business (Applied Learning)
• BSB30115 - Certificate III in Business*
*A study score is available for partial completion of the
Certificate III in Business.
35BSB20115 Certificate II in
Business (VCAA Program 1)
The Certificate II in Business allows students to gain a variety of skills and
knowledge needed to undertake administrative roles in a business environment.
This course is designed for students looking to move into a business
administration position in the future and caters for a range of different students.
The course provides exposure to practices in both large corporate environments
and small businesses.
LEARNING AREAS JOB OPPORTUNITIES
• Communication in the workplace • Business administrator
• Business technology use • Data entry operator
• Customer service • Information desk clerk
• The business industry • Receptionist
• Workplace documents • Executive administration assistant
• Environmental sustainability • Personal assistant
BSB20115 - Certificate II in Business
• Customer support
36Course Structure 2021
NOMINAL WEEKS
UNITS TYPE
HOURS DELIVERY
BSBWOR202 Organise and complete daily work activities Elective 20 3
BSBINM201 Process and maintain workplace information Elective 30 4
BSBCMM201 Communicate in the workplace Elective 40 5
BSBWOR203 Work effectively with others Elective 15 2
BSBIND201 Work effectively in a business environment Elective 30 4
BSBWOR204 Use business technology Elective 20 3
BSBITU211 Produce digital text documents Elective 60 8
FSKWTG009 Write routine workplace texts Import 15 2
BSBITU213 Use digital technologies to communicate remotely Elective 20 3
BSBITU212 Create and use spreadsheets Elective 30 4
BSBWHS201 Contribute to health and safety of self and others Core 20 3
BSBINN201 Contribute to workplace innovation Elective 20 3
TOTAL 320 44
All units are shown in IVET’s standard (suggested) sequence of delivery.
The weeks delivery per unit is based on a 44-week delivery period (avg 4 x 11-week terms).
COURSE DURATION RECOMMENDED WEEKLY TIME COMMITMENT (Scheduled^)
1 Year In-class 6.5 hrs Homework 1.5 hrs
Elective options are available.
^
Scheduled hours means timetabled class time and time allotted for homework only. Further contributions to students’ overall learning
occur in a variety of ways - this will be documented in the course’s Training & Assessment Strategy which will be provided to schools
at the commencement of each school year.
Permissible Substitutes
The units below are the remaining electives from within the qualification’s packaging that are available for selection by schools.
These elective units can only be substituted/swapped with other elective or imported units, but not added - i.e. the total number of
units cannot be increased.
The core unit (see reverse side) cannot be substituted and must be retained.
NOMINAL
UNITS TYPE
HOURS
BSBCUS201 Deliver a service to customers Elective 40
BSBSUS201 Participate in environmentally sustainable work practices Elective 20
BSBINM202 Handle mail Elective 15
BSBSMB201 Identify suitability for micro business Elective 20
Further units may be available to import from other qualifications or training packages. In the event that your school has a specific need
for a unit not listed above, please consult your Schools Relationship Officer.
Important – As the student resource is printed as a standardised course book, the unit-based resource for any substitute units will only
be available in soft copy for the school/students to self-print.
373 Communicate in a Way That Responds Positively to
Individual Differences
*\Z[VTLYZJSPLU[ZHUKJVSSLHN\LZ^PSSJVTLMYVTHYHUNLVMIHJRNYV\UKZ;OPZKP]LYZP[`PZOV^[OL`KPќLY
MYVTVULHUV[OLYHUKP[PZ^OH[THRLZ[OLT\UPX\L;OLZLKPќLYLUJLZTH`IL[OLPYJ\S[\YLYHJLL[OUPJP[`
KPZHIPSP[`YLSPNPV\ZVYZWPYP[\HSILSPLMZNLUKLYHNLZL_\HSVYPLU[H[PVUHUKPKLU[PM`;OPZKP]LYZP[`JHUHќLJ[OV^
people communicate. Each person has their own way of speaking such as the tone that they use, their words
and pronunciation. When communicating in the workplace it is important to consider and value diversity and
[OLZLPUKP]PK\HSKPќLYLUJLZ
As part of your job, you may need to communicate with a range of diverse people, such as people with speech
problems, people with English as their second language, people who are blind or are hearing impaired, young
children who are still developing their speech and will have a limited vocabulary as well as those with other
SHUN\HNL YLSH[LK KPѝJ\S[PLZ >OLU KVPUN ZV P[ PZ PTWVY[HU[ [OH[ `V\ value and treat them with respect,
courtesy and sensitivity. You can do this by celebrating their diversity and taking the time to learn more
HIV\[P[HUKOV^P[HќLJ[Z[OLT>L^PSSKPZJ\ZZ^VYRPUN^P[OKP]LYZLWLVWSLPUNYLH[LYKL[HPSPUJOHW[LY
To treat people from a range of cultural groups with respect, sensitivity and courtesy you should:
» Be polite and kind.
» Encourage them to express their ideas,
opinions and concerns and listen to them
actively without interrupting or speaking over
the top of them
» Speak to them, as you would want to be
spoken to, i.e. don’t insult people, call them
names or put them down. Be aware of the
tone you use and the words you choose to
convey your message. Ensuring that they are
clear and cannot be misinterpreted.
» Be positive don’t be overly critical or nit-pick
on small things
» Ensure that your body language is positive,
open and encouraging
» Treat everyone the same and promote an
inclusive environment. Always try your best to
include people in important discussions and
meetings.
» Take the time to praise them for their work
Sample Pages
HUKLќVY[Z)LLUJV\YHNPUNHUKYLJVNUPZL
the hard work of others.
From the student workbook.
• Supplied as hard-copy workbook 27 • Contains interactive student activities
• Supplied as digital flip-book within the IVET Portal • Written by experts in the field
38You can also read
