14 02 Teacher Guide

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Build Green Teacher Guide

Teacher guideBuild Green

Series 14 Flexible Learning Toolbox

CPC40108/110 Certificate IV in Building and Construction

From the CPC08 Construction Plumbing and Ser!ices"ntegrated Frame#or$ Training Pac$age

03/08/2011: Version 1.0 (Final u!lis"a!le#

National VET E-learning Strategy i

flexiblelearning.net.au/Toolbox


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Flexible Learning Toolboxes %ational &'T '(learning Strateg) * Common#ealth o+ ,ustralia -.e/artment o+"ndustr) "nno!ation Science esearch and Tertiar) 'ducation -.""ST' 20123

ith the exce/tion o+ the Common#ealth Coat o+ ,rms the .e/artment5s logo an) material /rotected b) a trademar$ and #here other#ise noted all material /resented in this document is /ro!ided under a Creati!e Commons,ttribution(Share,li$e 630 ,ustralia -htt/7creati!ecommons3orglicensesb)(sa630au license3

National VET E-learning Strategy ii
http://creativecommons.org/licenses/by-sa/3.0/auhttp://creativecommons.org/licenses/by-sa/3.0/au


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Table of contents

Table of contents.................................................................................................................iii

Introduction.......................................................................................................................... 1Getting started delivering e-learning..................................................................................2

Computer and technical requirements ..............................................................................

9ard#are33333333333333333333333333333333333333333333333333333333333333333333333333333333333333333333333333333333333333333333333333334

So+t#are3333333333333333333333333333333333333333333333333333333333333333333333333333333333333333333333333333333333333333333333333333334

Customisation...................................................................................................................... !

"nline teaching strategies...................................................................................................#

Social net#or$ing3333333333333333333333333333333333333333333333333333333333333333333333333333333333333333333333333333333333333333:

Pre/aring the learners to use the materials3333333333333333333333333333333333333333333333333333333333333333333333333;"m/lementing success+ul Toolbox deli!er)33333333333333333333333333333333333333333333333333333333333333333333333333;

Pro!iding su//ort33333333333333333333333333333333333333333333333333333333333333333333333333333333333333333333333333333333333333333333333333 ;

Tas$s and discussion board acti!ities33333333333333333333333333333333333333333333333333333333333333333333333333333333333333333338

Literac) and numerac)3333333333333333333333333333333333333333333333333333333333333333333333333333333333333333333333333333333333333333338

$ualification and competencies..........................................................................................%


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,ppendix ,......................................................................................................................... 2#


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Introduction

elcome to the Build Green Toolbox3

This Teacher guide #ill assist trainers and teachers #ishing to use the Toolbox either in itscom/lete +orm or as a source o+ learning com/onents in the de!elo/ment o+ their o#nteaching /rograms3

The /ur/ose o+ the Teacher guide is to sho# ho# the Toolbox resources can be e++ecti!el)used to assist in the deli!er) o+ a /rogram3 "t is #ritten in a non(/rescri/ti!e #a) assumingthat the trainers #ill #ant to select as/ects o+ the Toolbox substitute others and customiseas/ects +or their o#n audience including learners #ith language literac) and numerac)needs3

These strategies #ill /ro!ide o//ortunities to maximise the learning ex/erience through the

use o+ the Toolbox and ta$e ad!antage o+ the collaborati!e learning en!ironment that can beachie!ed through +acilitated discussion and in+ormation sharing amongst a grou/ o+ learners3

National VET E-learning Strategy 1


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Getting started delivering e-learning

Getting ou started

"+ )ou are ne# to e(learning #e suggest )ou !isit http0//designing.flexiblelearning.net.au/3

This site /ro!ides some ans#ers to t#o big uestions7 hat is e(learning@and o do oudo it3

There are a number o+ resources that /ro!ide learning designs learning materials strategiesthat come #ith do#nloadable guides3 Some o+ the areas co!ered are7

13 Get started in e(learning

23 'x/lore e(technologies

63 Plan an e(learning initiati!e

43 .esign an e(learning course

3 .e!elo/ an e(learning /lan

o to install the Toolbox

To start using this C.(DA insert the Toolbox C. in )our C.(DA dri!e3 "n most cases theC. #ill automaticall) run i+ it doesnEt then do one the +ollo#ing3


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Computer and technical requirements

%othing s/oils a com/uter(based learning ex/erience more than technical /roblems and

di++iculties3 Dn the o/ening screen o+ the Toolbox there is a lin$ to s)stem reuirements3Some users do not chec$ this /rior to using the Toolbox and disco!er the) don5t ha!e thereuired so+t#are installed on their com/uter or that their com/uter doesn5t meet theminimum reuirements3 "t is #orth chec$ing #ith )our S)stems or "T Coordinator3

9o#e!er Toolboxes are designed +or a standard s/eci+ication com/uter and "nternetconnection eliminating man) /roblems3 ou can hel/ b) ma$ing sure )our learners ha!echec$ed their com/uter against the minimum s/eci+ications listed and #here necessar) hel/them to do#nload reuired /lugins3 For )our re+erence belo# is a co/) o+ the in+ormation/resented #ithin that lin$ +rom the home /age3

HardwareTo use the learning material in this unit learners #ill need a com/uter #ith the +ollo#ing+eatures7

"BAH com/atible #ith a 1 G9I /rocessor running indo#s 2000 JP &ista or

,//le AacintoshH #ith a 00 A9I /rocessor running DSJ !103 #ith7

12 AB o+ ,A

1024 x ;:8 /ixel dis/la)

C.(DA dri!e

"nternet access

Sound card3

Software

Learners #ill also need the +ollo#ing so+t#are/lug(ins installed on their com/uter7

"nternet 'x/lorer ;30 or 830 -htt/7###3microso+t3com)

Dr

Fire+ox 630 or abo!e -htt/7###3moIilla3com)

Dr

Sa+ari 6 or abo!e -http://www.apple.com/)

Aicroso+tH ord =; or a similar #ord /rocessing /rogram to o/en and use

do#nloadable +orms chec$lists and #or$sheets3

,dobeH Flash Pla)er 103 "+ )ou ha!en5t got this /lug(in )ou can do#nload and install

the latest +ree !ersion +rom7 ###3adobe3com

,dobeH P.F eader 830 or abo!e3 "+ )ou ha!en5t got this /lug(in )ou can do#nload

and install the latest +ree !ersion +rom7 ###3adobe3com

"ncorrect !ersions o+ these a//lications could result in in+ormation being sho#n in anunreadable +orm or not sho#n at all3

http://www.microsoft.com/http://www.mozilla.com/http://www.apple.com/http://www.adobe.com/http://www.microsoft.com/http://www.mozilla.com/http://www.apple.com/http://www.adobe.com/


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Customisation

Toolboxes are designed to be customised3 This is an im/ortant +eature3 Teachers are in!ited

to use /arts o+ a Toolbox that com/liment their training sessions andor incor/orate their o#nmaterials into a Toolbox3 There are a series o+ mini tutorials a!ailable on the Toolbox#ebsite that ma) assist )ou in customising a Toolbox3 These can be +ound at7htt/7tle3ta+e!c3com3autoolboxaccesssearch3do@/aging3/ageK1hier3to/icK46a4=8(8801(c8ab(4a8(=ad2::cd4cb0 3 "+ )ou reuire assistance #ith )our customisation /leasecontact the Toolbox Cham/ion in )our state3 ou #ill +ind a list o+ the Toolbox Cham/ions inthe Getting hel/5 section o+ this guide3

To customise resources in this Toolbox )ou #ill need so+t#are such as7

an 9TAL text editor such as 9omesiteH BB'ditH or ,dobeH .ream#ea!er to edit

#eb /ages3 ,lternati!el) +or a +ree do#nloadable text editor tr) >om/oIer

htt/7###3$om/oIer3netdo#nload3/h/ a #ord /rocessor such as Aicroso+tH ord to edit documents3

"+ customisation o+ multimedia interactions is reuired then the +ollo#ing a//lications

ma) be necessar)7

Flash CS6

JAL SP or eui!alent JAL editing tool

Photosho/Fire#or$s -or eui!alent +or editing still images

Sound'dit1: -or eui!alent +or editing sound content

e+er to the Technical guide +or +urther in+ormation3

http://tle.tafevc.com.au/toolbox/access/search.do?paging.page=1&hier.topic=4553a498-8801-c8ab-4a85-9ad266cd4cb0http://tle.tafevc.com.au/toolbox/access/search.do?paging.page=1&hier.topic=4553a498-8801-c8ab-4a85-9ad266cd4cb0http://tle.tafevc.com.au/toolbox/access/search.do?paging.page=1&hier.topic=4553a498-8801-c8ab-4a85-9ad266cd4cb0http://tle.tafevc.com.au/toolbox/access/search.do?paging.page=1&hier.topic=4553a498-8801-c8ab-4a85-9ad266cd4cb0


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"nline teaching strategies

Teaching in an online en!ironment +ocuses on +acilitating and guiding the learner5s /rogress3

Learners ha!e signi+icant learning resources a!ailable to them in the Toolbox in the#or$/lace and on the "nternet3 9el/ing learners to na!igate this in+ormation and /in/oint therele!ant materials to meet /er+ormance criteria is the central role3 "t reuires a clearstatement o+ learning ob?ecti!es and regular +eedbac$ on learner /rogress3

Toolboxes are designed to encourage this learner collaboration and the acti!ities arecustomisable de/ending on reuirements3 "t is the trainer5s decision ho# this collaborationoccurs3 For exam/le7

a trainer might set u/ a discussion board or online discussion +orum aroundho# to sa!e energ) in the home3 , start and +inish date might be set +or thediscussion and a /ro/ortion o+ +inal assessment #eighted to /artici/ation3Learners ma) be noti+ied o+ these reuirements b) email as #ell asthrough an initial /osting on the bulletin board3 The bulletin board -along#ith other tools is a use+ul record o+ learner contributions +or assessment/ur/oses3

Dnline discussions #ill onl) #or$ i+ there is a sense o+ team collaboration so it is im/ortantthat )ou consider ho# to de!elo/ this team en!ironment3 Throughout the tas$s in thisToolbox there are man) o//ortunities +or learners to communicate #ith their colleagues3Belo# are some ti/s that could hel/ )ou to set u/ and +acilitate communication acti!ities #iththe learners7

ou can use an online icebrea$er in a com/uter training room or #ith learners #ho

are at di++erent locations3

"+ )ou intend +or )our learners to collaborate online -using email a learning

management s)stem or a #eb discussion board it5s im/ortant to gi!e them achance to get +amiliar #ith each other b) using the medium be+ore the) get do#n tothe serious /art3

Set grou/ /ro?ects based on the #or$sheets and ?ournals Monl) include this i+ )ou

ha!e #or$sheets and ?ournals as /art o+ )our Toolbox3

Social networking

'!er) da) )our learners communicate #ith each other in ne# and di++erent #a)s andemails and bulletin boards are not al#a)s the /re+erred o/tions3 Aobile /hones textmessaging and creating and sharing media +iles -!ideos gra/hics /odcasts are othercommon +orms o+ communication that /eo/le currentl) use3

Social net#or$ing tools allo# )ou to assist learners to net#or$ #ith other learners as the)com/lete Toolbox acti!ities3 For exam/le )ou can as$ learners to create net#or$s b)7

re!ie#ing our guide to social e(learning +or additional in+ormation and ideas3

htt/7socialelearning3+lexiblelearning3net3ausocialNelearningindex3htm

sharing their #or$ in #eblogs +or exam/le #riting in their o#n blog or sharing mobile

/hone /hotos in moblogs -mobile #eblogs

collaborating #ith others to de!elo/ documents +or exam/le using #i$is to /ut

together a res/onse to a /roblem

http://socialelearning.flexiblelearning.net.au/social_elearning/index.htmhttp://socialelearning.flexiblelearning.net.au/social_elearning/index.htmhttp://socialelearning.flexiblelearning.net.au/social_elearning/index.htm


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creating and sharing /hotos o+ their #or$ using /hoto sharing so+t#are +or exam/le

Flic$r ###3+lic$r3com

creating and sharing boo$mar$s o+ sites the) ha!e +ound use+ul in research +or

exam/le ###3delicious3com

creating and sharing media +iles ca/turing their #or$ +or exam/le AP6s or !ideo +iles

sharing their e!idence +or assessment in social net#or$ing s/aces on the "nternet

sharing ideas and in+ormation !ia a !irtual con+erence3

Preparing the learners to use the materials

"t is recommended that )ou /ro!ide an orientation to the Toolbox in a /ractical +ace to +acesession #ith learners actuall) using the Toolbox3


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"+ )ou manage a !er) large grou/ o+ learners create a sense o+ communit) online b)

setting u/ stud) grou/s o+ +our to eight students all o+ #hom begin the


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$ualification and competencies

The Build Green Toolbox su//orts the CPC40108/110 Certificate IV in Building and

Construction3

The units o+ com/etenc) co!ered are7

Competenc code Competenc name

CPCS


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ad!ising this3 ou #ill then need to identi+) #hich 'm/lo)abilit) s$ills are co!ered inthis Toolbox3



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Target audiences

earners

The CPC40108/110 Certificate IV in Building and Constructionuali+ication is designed tomeet the needs o+ trade contractors but is a//licable to a number o+ trades/eo/le such as/lumbers builders +urniture ma$ers /ainters etc3 The outcomes +or the units are the sameonl) the uali+ications titles are di++erent3 Aan) /artici/ants #ill ha!e com/leted a Certi+icate""" trade uali+ication or ha!e been #or$ing in the industr) +or a considerable time3 There+oreo#ing to the hands on nature o+ their #or$ in the building trade /artici/ants /re+er a /racticala//roach #hen it comes to their learning3 Their !isual learning st)le means the) /rocessin+ormation most e++ecti!el) #hen the) see demonstrations /ictures diagrams +ilms and!ideos3 Learning resources de!elo/ed +or these learners there+ore need to ca/ture theirimagination and ma$e the /rocess o+ learning en?o)able and interacti!e3

,s learning is a continual /rocess lasting +or an indi!idual5s li+etime +ormal learning/rograms and #or$ related acti!ities should no longer be se/arate3 ,s in+ormal learning+orms a ma?or /art o+ an indi!idual5s o!erall learning ex/erience +ormal education can nolonger com/rise the ma?orit) o+ learning ex/eriences3 Learning no# occurs in a !ariet) o+#a)s through communities o+ /ractice /ersonal net#or$s and through com/letion o+#or$(related tas$s3 Content acti!ities and assessment tas$s in the /ro/osed Toolbox #illthere+ore be structured in such as #a) as to su//ort both +ormal and in+ormal learning3

The instructional design strateg) under/inning the Toolbox ensures that the needs o+ thetarget grou/ are met along #ith other trades/eo/le as mentioned3

'equired s5ills and 5noledge

euired $no#ledge +or this unit is7

ho# trades/ersons can contribute to en!ironmental sustainabilit)

$no#ledge o+ com/liance reuirements +or all rele!ant en!ironmental and

sustainabilit) legislation regulations

Codes o+ Practice including resource haIards and ris$s associated #ith #or$ site7

su/er!ision

?ob s/eci+ications

strategies and /rocedures to maximise o//ortunities and minimise im/acts

rele!ant to sta$eholders and /ersonal area o+ res/onsibilit)

rele!ant $no#ledge o+ en!ironmental resource and energ)#ater e++icienc) issues

s)stems and /rocedures s/eci+ic to industr) /ractice

$no#ledge o+ best /ractice a//roaches and ualit) assurance s)stems rele!ant to

area o+ res/onsibilit) and industr)

abilit) to identi+) and ad!ise on #aterenerg) e++icienc) o//ortunities +or sta$eholders

and $e) /ersonnel

su//l) chain /rocedures

D9S issues and reuirements



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organisational structure and re/orting channels and /rocedures

terms and conditions o+ em/lo)ment including /olicies and /rocedures such as7

dail) tas$s

eual o//ortunit) #or$ area res/onsibilities

#or$er su/er!isor and em/lo)er rights3

euired s$ills +or this unit are7

abilit) to sourceidenti+) the latest industr) en!ironmental sustainabilit) conce/ts and

technologies

a//l)ing learning to +uture o//ortunities

change management s$ills

communication s$ills to7

ans#er uestions

clari+) and ac$no#ledge suggestions relating to #or$ reuirements and

en!ironmental e++icienc) #ith sta$eholders

enable clear and direct communication using uestioning to identi+) and con+irm

reuirements share in+ormation listen and understand

read and inter/ret7

documentation

en!ironmental and resource e++icienc) reuirements su//ort in+ormation +lo# bet#een !arious internal and external sta$eholders to

resol!e and re/ort on en!ironmental and resource e++icienc) issues

use and inter/ret non(!erbal communication

use language and conce/ts a//ro/riate to cultural di++erences

creating tools to measure and monitor im/ro!ements and re/ort on outcomes to

sta$eholders

inno!ation s$ills to identi+) im/ro!ements a//l) $no#ledge about resource use to

organisational acti!ities

customer ser!ice and de!elo/ resource e++icienc) tools

numerac) s$ills to anal)se data on com/an) and sta$eholder resource consum/tion

and #aste /roduct !olumes



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/roblem sol!ing s$ills to recognise and anal)se /roblems including7

de!ising a//roaches

im/lementing and re+lecting on en!ironmental and #ater energ) or resource

e++icienc) management /olicies and /rocedures rele!ant to #or$ site to im/ro!e

en!ironmental sustainabilit)

share alternati!e a//roaches as reuired

s$ills to relate to di++erent genders and /eo/le +rom a range o+ social cultural and

ethnic bac$grounds and #ith a range o+ /h)sical and mental abilities

technolog) s$ills including the abilit) to7

o/erate and shut do#n eui/ment

#here rele!ant use so+t#are s)stems +or recording and +iling documentation +or

measurement and im/ro!ement o+ resource usage and consum/tion3

Teachers!trainers!facilitators

The Toolbox #ill suit a range o+ deli!er) and assessment contexts including7

#or$/lace trainers #or$ing in a one(to(one or grou/ training situation

!ocational trainers andor assessors in an educational or #or$/lace setting #ho

deli!er training conduct assessments and issue uali+ications

team leaderssu/er!isors andor line managers #ho are in!ol!ed in im/lementing

learning in the #or$/lace and assessing its e++ecti!eness

ne# /ractitioners /art(time or +ull(time casual or sessional

%'"S scheme trainers

+acilitators o+ online learning /rograms3

Trade contractor mentors

"+ learners ha!e access to trade contractor mentors mentors could be utilised in a !ariet) o+#a)s3 For exam/le some acti!ities reuire learners to com/lete #or$sheets3 The#or$sheets could be re!ie#ed b) the trade contractor mentor as an alternati!e to trainer+eedbac$3 ,lso the mentors could be used b) indi!idual learners to hel/ com/lete acti!ities

reuiring grou/ discussion or in/ut3



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Toolbox structure and design

Site map

This site ma/ /ro!ides an o!er!ie# o+ the Toolbox structure3 The site ma/ can also beaccessed +rom the Toolbox home /age3

Implement and monitor environmentall sustainable or5 practices



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6inimise aste on the building and construction site



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Unit structure

,ll units in the Build Green Toolbox +ollo# the same la)out and structure3 The to/ics ha!ebeen designed to be #or$ed through seuentiall) but learners can go to an) /age using the

to/ic or sub(to/ic na!igation3

The to/ menu ta$es )ou to the introduction and to/ics +or each unit3

The side menu ta$es )ou to the sub(to/ics3

"ey features

The $e) +eature o+ the Build Green Toolbox is the scenario(based learning design3 'ach unitcontains a realistic scenario that /ro!ides authentic building and construction tas$s +or the

learner3 'ach unit +eatures an introduction and tas$ o!er!ie# +rom the C'D o+ Greener9omes3 The mentor is also introduced to the learner at this stage3 The mentor outlines thereuirements o+ the unit and then leads the learner through the resource3 The Build GreenToolbox contains the Letang Constructions intranet3 The intranet contains in+ormation thelearner #ill need to access #hile com/leting tas$s and acti!ities3



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earning ob#ects

,n alternati!e #a) to access this Toolbox content is !ia discrete learning ob?ects #hich canbe do#nloaded +rom htt/7lorn3+lexiblelearning3net3au3 Learning ob?ects are smaller

com/onents o+ content +orming a sel+(contained seuence o+ learning3 , learning ob?ect5isde+ined as7

$ digital entit% designed to suort a articular learning e&erience't"at can !e reurosed for use in anot"er setting' and "ic" for)s oris art of an I*+ content ac,age. -ssential c"aracteristics of learningo!ects are t"at t"e% incororate a selfcontained seuence of learningand !e discoera!le' interoera!le' edita!le and reusa!le.

Source7 ,ustralian Flexible Learning Frame#or$ Trials o+ Learning Db?ects -Series ;

htt/7toolboxes3+lexiblelearning3net3audocumentsre/orts3htmQr1;

, learning ob?ect does not im/l) that it is an entire com/etenc) or one o+ the $e)

/er+ormance criteria +rom a unit o+ com/etenc)3 , learning ob?ect is an out/ut that can beused b) others as a standalone /roduct3 The best #a) to identi+) a learning ob?ect is as asegment o+ content that can standalone and be used inde/endentl) +rom the rest o+ thecom/etenc)3

This Toolbox su//orts t#o learning ob?ects3 These are7

"m/lement and monitor en!ironmentall) sustainable #or$ /ractices

Ainimise #aste on the building and construction site3

These learning ob?ects can be accessed +rom htt/7lorn3+lexiblelearning3net3aure/ositories.

http://lorn.flexiblelearning.net.au/http://toolboxes.flexiblelearning.net.au/documents/reports.htm#r17http://lorn.flexiblelearning.net.au/repositorieshttp://lorn.flexiblelearning.net.au/repositorieshttp://lorn.flexiblelearning.net.au/http://toolboxes.flexiblelearning.net.au/documents/reports.htm#r17http://lorn.flexiblelearning.net.au/repositories


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Teaching and learning design

The teaching and learning strategies em/lo)ed in the Build Green Toolbox are tas$(based3

Build Green contains scenarios #here learners are reuired to com/lete realistic tas$s3 TheBuild Green Toolbox also contains tutorials and acti!ities #hich allo# learners to a//l)conce/ts the) ha!e learnt to o!erarching scenarios3 Learners are also su//orted b) amentor3 The Toolbox mentor /ro!ides su//ort and ad!ice as learners #or$ their #a) throughtutorials acti!ities and tas$s3

Tasks and activities

This section /ro!ides in+ormation about the acti!ities +or each o+ the t#o units o+ com/etenc)co!ered in the Toolbox3

Consult the 8nit guidesection +or detailed descri/tion o+ the7 to/ics co!ered

/ur/ose o+ acti!ities

related resources3



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'ecognition of prior learning (')*+

*earners

The Build Green Toolbox uses the 9noledge chec5as an PL 'x/ress#a) to hel/learners decide #hether the) should a//l) +or recognition o+ /rior learning in an) o+ the unitsco!ered3 This section /ro!ides in+ormation on ho# the PL /rocess #or$s as #ell as anPL Chec$list +or each o+ the com/etencies co!ered in the Toolbox3

Teachers/trainers/facilitators

Teacherstrainers+acilitators must ex/lain #hat recognition o+ /rior learning -PL is tolearners and ho# learners can access the s$ill recognition area o+ the Toolbox3 Learnersshould be made a#are that i+ the) ha!e existing s$ills and $no#ledge rele!ant to a /articularunit o+ com/etenc) that the) can in!estigate the s$ill recognition area o+ the Toolbox to hel/them ?udge #hether to /rocess #ith an PL a//lication3 Please note that this does not+acilitate nor /rocess an PL a//lication or assessment as that must be managed andsu//orted b) an TD3 "t does ho#e!er /ro!ide an excellent insight into #hat5s in!ol!ed#ith PL and o++ers a range o+ use+ul tools +or both PL candidates and PL assessors3



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,ssessment strategies

The Build Green Toolbox does not s/eci+icall) su//ort assessment o+ the com/etencies as

assessment methodologies and /ractices can !ar) greatl) +or TD5s nationall)3 Toolboxes ingeneral do not /ro!ide summati!e assessment-s3 9o#e!er some o+ the acti!ities containedin a Toolbox ma) lend themsel!es to be used in the context o+ +ormati!e assessment-s3

The Toolbox su//orts the summati!e assessment /rocess as learners #ill be #or$ing ontas$s that directl) align #ith the com/etencies and #ill be /roducing e!idence o+ their s$illsand $no#ledge through the #or$ the) com/lete in the Toolbox3 ,s /art o+ an e!idence/ort+olio an assessor ma) choose to use com/leted #or$sheets and ?ournals /resented b) alearner online or +ace(to(+ace as #ell as meaning+ul contributions to online discussions orthe /ro?ect #or$ recommended in the Toolbox3

9o#e!er )ou #ill in most cases be using additional assessment methods to ensure learners

+ull) demonstrate their com/etenc) +or exam/le7

obser!ation o+ #or$/lace /er+ormance #ill need a #ell /lanned obser!ation guideR

#ill need to be combined #ith other methods to assess under/inning $no#ledge

simulation role /la)s to assess negotiation or consultation s$illsR use+ul +or

o!ercoming ethical issues #hen direct obser!ation in the #or$/lace is nota//ro/riate

demonstration through !ideos o+ /er+ormance

inter!ie#dialogue /resent case scenarios and as$ learners ho# the) #ould

res/ondR include uestions to assess under/inning $no#ledgeR im/ro!es access and

euit)R #hen integrated #ith obser!ation o+ /er+ormance can assess understandingin contextR ma) be conducted online #ith !oice tools or +ace(to(+ace3

Further assessment reuirements to su//lement the Toolbox content are the TD5sres/onsibilit) in accordance #ith ,TF standards and reuirements +or com/etenc)(basedassessment3



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,ccess equit and Indigenous Toolboxes

%ationall) the goals o+ all &'T /olicies on euit) are the same7 to im/ro!e access to stud)

and related outcomes #ithin &'T +or all clients and /otential clients3

"m/ro!ing access might in!ol!e strategies such as including accessibilit) +eatures ensuringthat selection criteria and course materials do not discriminate against learners and ada/tingacti!ities to encourage all learners3

'xam/les o+ euit) strategies include /ro!iding a su//orti!e learning en!ironmentR ad?ustingassessments and the means o+ accessing in+ormation to meet indi!idual circumstancesR andde!elo/ing and using inclusi!e training materials3

'ssentiall) in the context o+ &'T euit) re+ers to the ca/acit) +or all learners to achie!eresults in training and to recei!e training in an inclusi!e en!ironment #ith inclusi!e materials3

"nclusi!e en!ironments and materials ac$no#ledge and !alue the di++erences bet#een/eo/le and culturesR the) include rather than exclude3

Go to the ,ccessibilitsection o+ the Technical guide+or more in+ormation about theaccess and euit) +eatures o+ the Build Green Toolbox3



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Getting help

"+ there are an) technical issues users should re+er to the s/eci+ications in the Technicalguide3 "+ assistance is still reuired7

call the 9el/ .es$ on 1600 ;6: ;10

email )our issue to Toolboxhel/+lexiblelearning3net3au

$here can I get more information%

&isit the Toolbox #ebsite +or detailed in+ormation about each Toolbox related training/ac$ages uali+ications and com/etencies /re!ie#s and to /urchase a Toolbox3 The#ebsite also includes guidelines +or de!elo/ers and current ne#s and u/dates3flexiblelearning.net.au/toolbox/

How can I get support%Su//ort can be /ro!ided to training /ro!iders in the selection and use o+ Toolbox contentincluding assistance #ith7

disco!er) and do#nloading o+ learning ob?ects

customisation o+ existing content +or their /articular training needs

creating user(generated content

/ac$aging and u/loading o+ ne# e(learning content and

the use o+ content de!elo/ment tools3

For contact details o+ the su//ort /erson in )our state or territor) !isit7flexiblelearning.net.au/toolbox/support/



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Toolbox contact details7

Flexible Learning Toolbox 9el/ .es$Phone7 1600 ;6: ;10'mail7 Toolboxhel/+lexiblelearning3net3au

ebsite7 +lexiblelearning3net3auToolbox

For +urther in+ormation on the %ational &'T '(learning Strateg) /lease contact the FL,GSecretariat7

Phone7 06 ==4 2;00

'mail7 +lagNenuiriesnatese3go!3au

ebsite7 +lexiblelearning3net3au

mailto:[email protected]://flexiblelearning.net.au/Toolboxmailto:[email protected]://flexiblelearning.net.au/mailto:[email protected]://flexiblelearning.net.au/Toolboxmailto:[email protected]://flexiblelearning.net.au/


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'esources

7earch for :mploabilit 75ills

htt/7em/lo)abilit)s$ills3training3com3auindex3/h/

To search +or #hat em/lo)abilit) s$ills are included in a uali+ication access the #ebsiteabo!e3 Go to the 'm/lo)abilit) S$ills Summar) section and enter the uali+ication code intothe search box and clic$ on the Find button3 ou #ill be /ro!ided #ith a list that contains the'm/lo)abilit) S$ills that this uali+ication co!ers3

Toolbox Implementation Guide

htt/7toolboxes3+lexiblelearning3net3audocumentsindex3htm

This guide has been designed to hel/ )ou get started #ith using )our Toolbox as a teachingresource3

Toolboxes b series / code

htt/7toolboxes3+lexiblelearning3net3au/re!ie#b)series3htm

This #ebsite /ro!ides )ou #ith access to all Toolboxes3 ou ma) #ant to re!ie# the/re!ious series o+ Teacher guides +or guidance or clari+ication3

;esigning e-learning

http0//designing.flexiblelearning.net.au/

This site /ro!ides some ans#ers to t#o big uestions7


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Toolbox contact details7

Flexible Learning Toolbox 9el/ .es$Phone7 1600 ;6: ;10'mail7 Toolboxhel/+lexiblelearning3net3auebsite7 +lexiblelearning3net3auToolbox

For +urther in+ormation on the %ational &'T '(learning Strateg) /lease contact the FL,GSecretariat7

Phone7 06 ==4 2;00

'mail7 +lagNenuiriesnatese3go!3au

ebsite7 +lexiblelearning3net3au

mailto:[email protected]://flexiblelearning.net.au/Toolboxmailto:[email protected]://flexiblelearning.net.au/mailto:[email protected]://flexiblelearning.net.au/Toolboxmailto:[email protected]://flexiblelearning.net.au/


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,ppendix ,

Unit guide for &P&SUS'(()* Implement and monitorenvironmentally sustainable work practices

This unit o+ com/etenc) s/eci+ies the outcomes reuired to e++ecti!el) anal)se im/lementand monitor en!ironmentall) sustainable #or$ /ractices and their e++ecti!eness on a #or$site including contributing to consumer en!ironmental e++icienc)3

:mploabilit 75ills

The +ollo#ing +acets o+ em/lo)abilit) s$ills are rele!ant to this unit3

Communication

To meet the industr) reuirements +or this unit learners #ill be ex/ected to be able to7

ans#er uestions

enable clear and direct communication using uestioning to con+irm and identi+)

reuirements share in+ormation listen and understand

read and inter/ret documentation

use and inter/ret non(!erbal communication3

Teamor5


su//ort in+ormation +lo#s bet#een !arious internal and external sta$eholders toresol!e and re/ort on en!ironmental and resource e++icienc) issues3

)roblem solving


im/lement and re+lect on en!ironmental and #ater energ) or resource e++icienc)

management /olicies and /rocedures rele!ant to #or$ site to im/ro!e en!ironmentalsustainabilit)

share alternati!e a//roaches as reuired3

Initiative and enterprise


identi+) im/ro!ements a//l) $no#ledge about resource use to organisational

acti!ities and customer ser!ice and de!elo/ resource e++icienc) tools3

)lanning and organising


im/lement change management s$ills

identi+) the latest industr) en!ironmental sustainabilit) conce/ts and technologies3



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7elf-management


relate to di++erent genders and /eo/le +rom a range o+ social cultural and ethnic

bac$grounds and #ith a range o+ /h)sical and mental abilities3

*earning


create tools to measure and monitor im/ro!ements and re/ort on outcomes to

sta$eholders3

Technolog


o/erate and shut do#n eui/ment

use so+t#are +or recording and +iling documentation +or measurement and

im/ro!ement o+ resource usage and consum/tion3

)urpose of activities

Tas5 4 Identif the current or5 practices of *etang Constructions

This tas$ is in the Investigateto/ic3 "n this tas$ the learner needs to conduct anen!ironmental sustainabilit) audit to identi+) the current #or$ /ractices o+ LetangConstructions3 The learner #ill need to bro#se Letang ConstructionsE /rocedures and thencom/lete the audit chec$list3

,ctivit 4 Identifing relevant environmental regulations

This acti!it) is in the Investigateto/ic3 "n this acti!it) the learner needs to identi+) therele!ant en!ironmental regulations that Letang Constructions em/lo)ees need to +ollo#3 Thelearner #ill need to search the "nternet contact sta$eholders or rele!ant industr)organisations to com/lete the tas$3

,ctivit 4 ,ssessing procedures

This acti!it) is in the Investigateto/ic3 "n this acti!it) the learner needs to identi+) thecorrect /rocedure that relates to a building and construction /roblem and then assess the/rocedure to determine i+ it com/lies #ith rele!ant en!ironmental regulations3

,ctivit 4 Gathering information on resource efficienc sstems

This acti!it) is in the Investigateto/ic3 "n this acti!it) the learner needs to gatherin+ormation on en!ironmental resource e++icienc) s)stems and /rocedures that #ill hel/Letang Constructions im/ro!e its /rocedures and o/erate more e++icientl)3

,ctivit 4 6easuring and recording resource usage

This acti!it) is in the Investigateto/ic3 "n this acti!it) the learner needs to conduct aresource usage audit +or Letang Constructions3 The audit reuires the learner to re!ie#in!oices or statements +rom su//liers and determine the amount o+ resources used3



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,ctivit 4 ,nalsing and recording purchasing strategies

This acti!it) is in the Investigateto/ic3 "n this acti!it) the learner needs to re!ie# LetangConstructionsE current /urchasing strategies3 The re!ie# reuires the learner to identi+)current /urchasing strategies and then anal)se the current strateg) to determine i+ it could

be im/ro!ed b) the inclusion o+ en!ironmentall) sustainable /urchasing /ractices3

,ctivit 4 Identifing areas for improvement

This acti!it) is in the Investigateto/ic3 "n this acti!it) the learner needs to anal)se LetangConstructionsE current /rocedures to identi+) areas that could be im/ro!ed b) the inclusion o+en!ironmentall) sustainable #or$ /ractices3

Tas5 4 7et improvement targets for *etang Constructions

This tas$ is in the 7etto/ic3 "n this tas$ the learner needs to set im/ro!ement targets +orLetang ConstructionsE current #or$ /ractice b) com/leting a /reliminar) action /lan3 Tocom/lete the /reliminar) action /lan the learner #ill need to7

13 .etermine the best correcti!e action +or the area to be im/ro!ed3

23 "denti+) the ris$s and o//ortunities o+ this action3

63 .etermine a target +or this action3

,ctivit 4 Gathering information from emploees

This acti!it) is in the 7etto/ic3 "n this acti!it) the learner needs to gather in+ormation +romLetang ConstructionsE em/lo)ees about a /ossible solution to a building and construction/roblem3

,ctivit 4 :valuating alternative solutions

This acti!it) is in the 7etto/ic3 "n this acti!it) the learner needs to e!aluate alternati!esolutions +or an en!ironmental sustainabilit) and energ) e++icienc) issue3

,ctivit 4 7etting improvement targets

This acti!it) is in the 7etto/ic3 "n this acti!it) the learner needs to set an im/ro!ementtarget +or an area that has been identi+ied as needing im/ro!ement3

Tas5 4 Implementing performance improvement strategies

This tas$ is in the Implementto/ic3 "n this tas$ the learner needs to im/lement /er+ormanceim/ro!ement strategies to achie!e the im/ro!ement targets set b) Letang Constructions3

The learner can do this b) de!elo/ing an im/lementation /lan3 To de!elo/ anim/lementation /lan the learner #ill need to7

13 "denti+) the best tool or techniue to hel/ )ou achie!e )our im/ro!ement targets3

23 .e!elo/ a communication method to outline ho# the tool or techniue #ill be used3

63 "denti+) the best costing strateg) to hel/ )ou achie!e )our im/ro!ement targets3

,ctivit 4 7ourcing tools and techniques to achieve targets

This acti!it) is in the Implementto/ic3 "n this acti!it) the learner needs to source tools andtechniues that #ill hel/ Letang Constructions achie!e its im/ro!ement targets3



33/37


,ctivit 4 ,ppling continuous improvement strategies to our or5 site

This acti!it) is in the Implementto/ic3 "n this acti!it) the learner needs to a//l) acontinuous im/ro!ement strateg) to a Letang Constructions /rocedure3

,ctivit 4 Integrating improvement plansThis acti!it) is in the Implementto/ic3 "n this acti!it) the learner needs to integrate anim/ro!ement /lan into Letang ConstructionsE o/erational acti!ities to ma$e its #or$ /racticesmore en!ironmentall) sustainable3

,ctivit 4 Gathering information

This acti!it) is in the Implementto/ic3 "n this acti!it) the learner needs to see$ suggestionsand ideas about en!ironmental and resource e++icienc) management to hel/ LetangConstructions im/ro!e en!ironmental /er+ormance in its #or$/lace3

,ctivit 4 Implementing costing strategies

This acti!it) is in the Implementto/ic3 "n this acti!it) the learner needs to im/lement acosting strateg) +or an im/ro!ement target to be im/lemented b) Letang Constructions3

Tas5 4 ;evelop a monitoring plan for *etang Constructions

This tas$ is in the 6onitorto/ic3 "n this tas$ the learner needs to determine i+ theintroduction o+ these ne# #or$ /ractices has im/ro!ed Letang ConstructionsE en!ironmentalsustainabilit) /er+ormance3 The learner can do this b) com/leting a monitoring /lan3 Tocom/lete a monitoring /lan the learner #ill need to7

13 '!aluate outcomes +rom the im/ro!ed #or$ /ractices3

23 "denti+) o//ortunities to set ne# im/ro!ement targets3

,ctivit 4 'eporting and evaluating strategies

This acti!it) is in the 6onitorto/ic3 "n this acti!it) the learner needs to e!aluate and re/orton the outcomes o+ an im/ro!ement strateg)3

,ctivit 4 Investigating and appling ne targets tools and strategies

This acti!it) is in the 6onitorto/ic3 "n this acti!it) the learner needs to in!estigate and a//l)a ne# target tool or strateg) to an im/ro!ement target3



34/37


Communication activitiesCommunication acti!ities can be +ound in the Tas5 summarsection o+ each to/ic andthroughout C)C7871, 4 Implement and monitor environmentall sustainable or5practices3 These acti!ities are7

Investigate

.iscussion ,nal)sing and recording /urchasing strategies

.iscussion "denti+)ing areas +or im/ro!ement

.iscussion "denti+)ing current #or$ /ractice

7et

.iscussion Gathering in+ormation +rom em/lo)ees

.iscussion '!aluating alternati!e solutions

.iscussion Setting im/ro!ement targetsImplement

.iscussion Gathering in+ormation

.iscussion "m/lementing costing strategies

.iscussion "m/lementing /er+ormance im/ro!ement strategies

6onitor

.iscussion e/orting outcomes and e!aluating strategies

.iscussion .e!elo/ing a monitoring /lan

,ssessment suggestions

Teachers ma) choose to use the tas$sfrom each topicas the basis o+ a #or$/laceassessment or the +inal TD(based assessment tas$ +or this unit3 TD5s are res/onsible +orde!elo/ing the assessment criteria that under/ins the assessment o+ this unit3

Teachers ma) choose to use the 9noledge chec5as the basis o+ a s$ill recognition/ath#a) +or learners #ith existing s$ills and $no#ledge in this unit3 Learners should beencouraged to re!ie# the 9noledge chec5and consider this /ath#a) o/tion3

'elated resources

elated resources can be +ound in the Letang Constructions intranet3



35/37


Unit guide for &P&&+&'(,)* - .inimise waste on the building andconstruction site

This unit o+ com/etenc) s/eci+ies outcomes reuired to su//ort sustainable building

/ractices b) minimising #aste on the building and construction site3 The range o+ legislati!eand council /lanning reuirements are addressed in addition to industr) best /ractice inrelation to the management o+ b)(/roducts generated and remo!ed +rom demolitionreno!ation and construction sites3

:mploabilit 75ills

The +ollo#ing +acets o+ em/lo)abilit) s$ills are rele!ant to this unit3

Communication


communicate in+ormation to the client see$ ad!ice

identi+) and negotiate client reuirements3

)roblem solving


determine o/timum #aste minimisation /ractices

a//l) ,ustralian standards and manu+acturer s/eci+ications3

*earningTo meet the industr) reuirements +or this unit learners #ill be ex/ected to be able to7

/roduce a #aste management strateg)3

)urpose of activities

Tas5 4 )lan a aste management strateg for *etang Constructions

This tas$ is in the )lanto/ic3 "n this tas$ the learner needs to /lan to minimise and manage#aste on the construction site3 The learner can do this b) com/leting a #aste minimisation/lan3 To com/lete the #aste minimisation /lan the learner #ill need to7

13 "denti+) legislati!e reuirements +or managing and minimising building #aste323 Calculate the sa!ings generated +rom )our #aste reduction techniues3

,ctivit 4 Identifing legislative requirements

This acti!it) is in the )lanto/ic3 "n this acti!it) the learner needs to identi+) the legislati!ereuirements +or #aste management on a building and construction site3

,ctivit 4 Calculating the costs and savings of aste minimisation strategies

This acti!it) is in the )lanto/ic3 "n this acti!it) the learner needs to calculate the costs andsa!ings o+ a #aste minimisation strateg) +or a building and construction /roblem3



36/37


Tas5 4 ;evelop a green purchasing program for *etang Constructions

This tas$ is in the 6anageto/ic3 "n this tas$ the learner needs de!elo/ a green /urchasing/rogram +or Letang Constructions3 The learner can do this b) com/leting a /urchasing /lan3To com/lete the /urchasing /lan the learner #ill need to select a #aste minimisation

strateg) +or each building material to be /urchased3

,ctivit 4 :valuating building materials

This acti!it) is in the 6anageto/ic3 "n this acti!it) the learner needs to e!aluate and identi+)high ualit) and durable building materials +or a building and construction /roblem3

,ctivit 4 ;eveloping green purchasing strategies

This acti!it) is in the 6anageto/ic3 "n this acti!it) the learner needs to de!elo/ a green/urchasing strateg) that minimises /ac$aging #aste +or each building and construction/roblem3

Tas5 4 Complete a aste minimisation plan

This tas$ is in the 6odifto/ic3 "n this tas$ the learner needs to /lan a #aste minimisationstrateg) +or Letang Constructions3 The learner can do this b) com/leting a #asteminimisation /lan3 To com/lete the #aste minimisation /lan the learner #ill need todetermine7

13 .econstruction /ractices to use to com/lete the reno!ation3

23 Strategies that #ill minimise building #aste dis/osed to land+ill3

,ctivit 4 ;etermining and using demolition practices

This acti!it) is in the 6odifto/ic3 "n this acti!it) the learner needs to determine and use

deconstruction /ractices to increase the reco!er) o+ building materials +or a building andconstruction /roblem3

,ctivit 4 ,dopting aste minimisation strategies

This acti!it) is in the 6odifto/ic3 "n this acti!it) the learner needs to determine the best#aste minimisation strateg) to reduce the amount o+ #aste entering the en!ironment or#aste dis/osed o+ to land+ill3

,ctivit 4 )lanning the disposal of unavoidable aste

This acti!it) is in the 6odifto/ic3 "n this acti!it) the learner needs to /lan the dis/osal o+una!oidable #aste +or a building and construction /roblem3



37/37


Communication activitiesCommunication acti!ities can be +ound in the Tas5 summarsection o+ the to/ic3 Theseacti!ities are7

)lan

.iscussion Planning a #aste management strateg)

6anage

.iscussion .e!elo/ing a green /urchasing /rogram

6odif

.iscussion Planning a #aste management strateg)

,ssessment suggestions

Teachers ma) choose to use the tas$sfrom each topicas the basis o+ a #or$/laceassessment or the +inal TD(based assessment tas$ +or this unit3 TD5s are res/onsible +orde!elo/ing the assessment criteria that under/ins the assessment o+ this unit3

Teachers ma) choose to use the 9noledge chec5as the basis o+ a s$ill recognition/ath#a) +or learners #ith existing s$ills and $no#ledge in this unit3 Learners should beencouraged to re!ie# the 9noledge chec5and consider this /ath#a) o/tion3

'elated resources

elated resources can be +ound in the Letang Constructions intranet3

Documents

14 02 Teacher Guide