Facilitator guidetle.westone.wa.gov.au/.../shared/pdf/facilitator_guide_VBQU152.pdf · you will...
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© WestOne Services 2009 COMM1085
VBQU152: Investigate and interpret measurements and related formulae for everyday purposes
Facilitator guide Be in it ... skills for daily life.
Supporting delivery of the Certificate II in General Education for Adults
VBQU152: Investigate and interpret measurements and related formulae for everyday purposes
VBQU152: Investigate and interpret measurements and related formulae for everyday purposes
Page 1 of 18© WestOne Services 2009 COMM1085
Facilitator guide
IntroductionThis resource supports delivery of the 21773VIC Certifi cate II in General Education for Adults. It provides content and activities that align with the following unit.
VBQU152: Investigate and interpret measurements and related formulae for everyday purposes.
Note: See page 15 for other related resources.
The resource is designed for facilitated learning and requires ongoing support for the learner. This may include:• additional meaningful learning experiences within appropriate contexts• extension activities• collaborative activities• discussion forums.
Activities in the resource can be used to assist in the assessment process as they enable learners to produce evidence of their skills and knowledge. However, the resource does not specifi cally support assessment of the competencies. Assessment requirements are the responsibility of the RTO in accordance with AQTF standards and requirements for competency-based assessment.
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VBQU152: Investigate and interpret measurements and related formulae for everyday purposes
Page 2 of 18© WestOne Services 2009 COMM1085
Facilitator guide
Using this resourceThis resource: • can be used to assist in face-to-face teaching, remote or online learning • assumes an intermediate level of computer literacy amongst learners.
The target learners typically are individuals who may: • have limited literacy and numeracy skills• require a qualifi cation in this area to enable them to undertake further study• require ‘English as a Second Language’ skills.
It is important to ensure that your learners are provided with adequate support and are suffi ciently computer-literate before they attempt to use this resource.
Each topic has been designed as a ‘stand-alone’ component. That is, there is no scaffolding from one topic to the next. Although the topics can be given to learners in any order, you will need to be aware of each learner’s prior knowledge and skills to determine whether they have the ability to successfully complete the topic.
All interactive resources included in this resource are printable or include a printable version. These can be used for learners who have limited computer literacy. The numerous documents, activities and examples can also be used in a classroom, either for working individually or in groups.
Because facilitator-focused instructions are not included in the content of this resource, you will need to develop a strategy for communicating with your learners and providing direction to the activities.
It is recommended that the facilitator allocates time to work through the resource to ascertain the section/s appropriate for their learners. Additional material may need to be provided for learners to enable them to achieve competencies.
About this facilitator guideThis guide explains the structure and features of the resource and describes the underpinning learning design. To assist in planning for your learners, the guide includes a description of the sections, sub-sections and activities found within each topic.
VBQU152: Investigate and interpret measurements and related formulae for everyday purposes
Page 3 of 18© WestOne Services 2009 COMM1085
Facilitator guide
Structure and featuresThis resource has been designed around day-to-day activities the learner is likely to experience. It aims to provide:
1 a range of activities that relate to everyday life and experiences the target audience is likely to encounter
2 a navigational structure which allows the learner to begin the topic according to their learning needs or work sequentially.
This numeracy and maths unit consists of a number of ‘How to’ topics, with each one focusing on a concept.
The ‘How to’ topics included in this resource are:
• How to measure length
• How to measure perimeter and circumference
• How to measure area
• How to measure volume
• How to work with angles
• How to work with scale.
VBQU152: Investigate and interpret measurements and related formulae for everyday purposes
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Facilitator guide
The main page
When learners fi rst open a ‘How to’ topic they are able to view the content of the topic at a glance.
On each ‘How to’ topic main page you will fi nd the following:
An audiovisual introduction to the topic. This is a short humorous animation to engage the learner by contextualising the topic in an everyday situation.
Simple instructions on how to use the resource.
An overview to outline what is included in the topic.
A link to the ‘Tools and rules’ area which acts as an enhanced glossary of terms and concepts. Items can be located using either a word or symbol.
Links to all the ‘Practise your skills’ activities in the topic.
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VBQU152: Investigate and interpret measurements and related formulae for everyday purposes
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Facilitator guide
The main page (continued)
Each topic is divided into a logical set of sections.
Each section may contain several sub-sections.
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Key
VBQU152: Investigate and interpret measurements and related formulae for everyday purposes
Page 6 of 18© WestOne Services 2009 COMM1085
Facilitator guide
Key features
The content in each section and sub-section has been ‘chunked’ for online learning and is presented in one or more of the following styles:
the minimal content the learner needs to know
an opportunity to further explore the topic
to reinforce content
an extra layer of content for interested learners
an opportunity to apply what a learner has learnt
Practise your skills
Tools and rules
to provide easy access at any time to explanations of words and concepts
VBQU152: Investigate and interpret measurements and related formulae for everyday purposes
Page 7 of 18© WestOne Services 2009 COMM1085
Facilitator guide
Learning designThe design provides learners with two key pathways within the resource.
1. a non-linear learning pathway for learners with prior knowledge wishing to check their knowledge and skills
These learners can access the ‘Practise your skills’ option immediately. If needed, they can also access any section of the ‘How to’ by choosing an accordion. ‘Tools and rules’ can be used at any time to fi nd defi nitions of words and/or concepts.
2. a scaffolded learning pathway providing a range of resources and a consistent approach to assist and motivate learners
These learners can make their way through each of the sections and sub-sections as they are set out on the main page. The ‘Practise your skills’ activities are embedded within these sections following explanations and examples of concepts/learning points. These learners may require more guidance from a facilitator.
Learning sequence
The learning sequence contains the following elements:
1. Introduction which includes: • a short, humorous animation to engage the learner by contextualising the topic in
an everyday situation • Overview: outlines what will be covered in the topic.
2. Explore/Engage which may include: • Discover: an opportunity to further explore the topic or aspects of the topic• Example: reinforces the content • More information: an extra layer of content for interested learners.
3. ApplyPractise your skills: an opportunity to apply what has been learned, or to check understandingExtension: an opportunity to apply what has been learned across a range of concepts. Some extension activities appear in multiple ‘How to’ topics.
Description of ‘How to’ topics
The following pages outline the following for each ‘How to’:• sections• sub-sections• ‘Practise your skills’ activities• ‘Extension’ activities.
Please note: Not all sections have sub-sections and not all sub-sections have‘Practise your skills’.
VBQU152: Investigate and interpret measurements and related formulae for everyday purposes
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Facilitator guide
1 How to measure length
Unit of competency VBQU152: Investigate and interpret measurements and related formulae for everyday purposes
There are four topics in this ‘How to’.
Sub-Section Section Practise your skills
Overview Which word?
Units of measurement Match the unit
Estimating Match the estimates
Reading measurements
Measurements – Level 1Measurements – Level 2Measurements – Level 3Measure yourself
Converting measurements
Convert the measurement
ExtensionModel construction
VBQU152: Investigate and interpret measurements and related formulae for everyday purposes
Page 9 of 18© WestOne Services 2009 COMM1085
Facilitator guide
2 How to measure perimeter and circumference
Unit of competency VBQU152: Investigate and interpret measurements and related formulae for everyday purposes
There are two topics in this ‘How to’.
Sub-Section Section Practise your skills
Perimeter Working out perimeter
What’s the perimeter?
Using perimeter formulas
Using formulas
Circumference Working out the circumference
Using the circumference formula
What’s the circumference?Discovering Pi
ExtensionMeasuring 2-D shapes
VBQU152: Investigate and interpret measurements and related formulae for everyday purposes
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Facilitator guide
3 How to measure area
Unit of competency VBQU152: Investigate and interpret measurements and related formulae for everyday purposes
There are six topics in this ‘How to’.
Sub-Section Section Practise your skills
Exploring area What’s the area?
Area units Which unit?
Squares and rectangles
Using formulas
Circles How much lawn?
Triangles Calculating triangle areas
Composite shape How many tiles?
ExtensionMeasuring 2-D shapes
VBQU152: Investigate and interpret measurements and related formulae for everyday purposes
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Facilitator guide
4 How to measure volume
Unit of competency VBQU152: Investigate and interpret measurements and related formulae for everyday purposes
There are fi ve topics in this ‘How to’.
Sub-Section Section Practise your skills
Objects and shape 2-D to 3-D
Prisms Is it a prism?
Exploring volume
Measuring volume Volume conversions
Which unit?
Calculating volume Calculating the volume of a roof spaceCalculating the volume of a water tank
ExtensionModel construction
VBQU152: Investigate and interpret measurements and related formulae for everyday purposes
Page 12 of 18© WestOne Services 2009 COMM1085
Facilitator guide
5 How to work with angles
Unit of competency VBQU152: Investigate and interpret measurements and related formulae for everyday purposes
There are four topics in this ‘How to’.
Sub-Section Section Practise your skills
What are angles?
Angle unit What’s the angle?
Measuring angles Reading angles
Drawing angles and triangles
Drawing triangles
ExtensionModel construction
VBQU152: Investigate and interpret measurements and related formulae for everyday purposes
Page 13 of 18© WestOne Services 2009 COMM1085
Facilitator guide
6 How to work with scale
Unit of competency VBQU152: Investigate and interpret measurements and related formulae for everyday purposes
There are three topics in this ‘How to’.
Sub-Section Section Practise your skills
What is scale? Scale language
Scaled up or scaled down?
Using graphical scales Distances across AustraliaThe shortest way?
Using ratios As the crow fl ies
ExtensionConstructing nets
VBQU152: Investigate and interpret measurements and related formulae for everyday purposes
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Facilitator guide
AssessmentThe resource supports the assessment process as learners will be producing evidence of their skills and knowledge as they work through the content and activities provided. However, it does not specifi cally support assessment of the competencies, as assessment requirements are the responsibility of the RTO in accordance with AQTF standards and the requirements for competency-based assessment.
The extension activities included in the resource provide some ideas for assessment. These activities can be used as a starting point to create assessment tools to suit learner needs and validation requirements.
Employability skillsEmployability skills are also sometimes referred to as generic skills, core skills, essential skills, capabilities or key competencies.
This resource provides opportunities for learners to produce evidence of employability skills. For specifi c requirements refer to the 21773VIC Certifi cate ll of General Education for Adults course information.
Recognition of prior learning (RPL)The RPL pathway is designed so students may gather:
• summative evidence by completing assessment tasks, or• evidence for presentation to an assessor.
Each RTO has its own specifi c process for considering RPL. Please ensure students who may be eligible have access to this.
Sample self-assessment checklists have been provided within this guide for learners to complete prior to discussing their suitability for this learning pathway with their facilitator.
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Facilitator guide
Related resourcesResources have also been developed to align with other units from the21773VIC Certifi cate II in General Education for Adults qualifi cation.
Unit titleUnit ‘How to’ topics
VBQU142 Research pathways and produce a learning plan and portfolio
How to research and plan your learning
VBQU143 Implement and review a project How to do a project
VBQU144 and
VBQU148
Engage with texts of some complexity for personal purposes
Create texts of some complexity for personal purposes
How to read textsHow to take notesHow to write creativelyHow to apply for a jobHow to write narrativesHow to write a resumeHow to write a business letter How to write instructions How to write persuasively
VBQU145 and
VBQU149
Engage with texts of some complexity for learning purposes
Create texts of some complexity for learning purposes
How to read textsHow to take notesHow to write a business letter How to write instructions How to write persuasively How to write an article How to write an essay How to write a report
VBQU153 Investigate, interpret and produce numerical and statistical information
How to collect and organise dataHow to use tables and graphs How to work out averages
The units and their topics can be selected according to the needs of the individual RTO. They are IMS packaged, meaning they can be uploaded into any Learning Management System (LMS). Contact your local administrator for guidance.
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Coordinate and complete the activitiy
Evaluate the project
Locate structurally intricate texts relevant to a range of personal purposes
Analyse content in a range of texts of some complexity for personal purposes
Critically evaluate a range of texts a range of relevant to personal purposes
Research a range of texts relevant to personal need
Prepare a portfolio of texts for personal purposes
Produce a portfolio of texts for personal purposes accurately
Locate structurally intricate texts relevant to a range of learning purposes
Analyse content in a range of texts of some complexity for learning purposes
Critically evaluate a range of texts relevant to own learning purposes
Research a range of texts relevant to learning
Prepare a portfolio of texts for learning purposes
Produce a portfolio of texts for learning purposes accurately
Investigate 2-dimensional and 3-dimensional shapes and their represntation
Estimate, measure and calculate quantities using formulae
Investigate and interpret numerical information in texts
Investigate and create statistical data, tables and graphs
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VBQU152: Investigate and interpret measurements and related formulae for everyday purposes
Page 17 of 18© WestOne Services 2009 COMM1085
Facilitator guide
Recognition of prior learningSelf-assessment information
VBQU152 – Reading, understanding and using measurements and formulae in everyday situations
The purpose of this self-assessment is to enable learners who consider that they already have the required competencies to assess their skills and knowledge against the qualifi cation requirements.
To complete the self-assessment, answer all the questions by placing a in the column (Yes/No) that best refl ects your current level of skills and knowledge.
As you answer each question, make a note of any evidence you have that could be used to verify your skills. For example, if you claim to have explained to others how to conserve water, you need to be able to provide examples of this.
Some examples of different types of evidence that you could provide include:
• something you’ve made which involved taking measurements, eg clothes, furniture
(provide photo and outline the construction process)
• a 3D model that you’ve made of a real object
• a scale drawing of a room/house plan, map or diagram, eg DIY project such as a
garden, kitchen etc
• work documents related to: working with measurement and formulae, drawing
plans, diagrams or maps, using ratio and scales, making models etc
• job descriptions related to: working with measurement and formulae, drawing
plans, diagrams or maps, using ratio and scales, making models etc
• photographs, samples of work
• records of formal or informal training you have done on the job
• references
• discussing how you can do a task and where you have done it with an assessor
• demonstrating a task to an assessor (either in your workplace or at a training facility).
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Facilitator guide
Self-assessment checklist for units of competency
VBQU152: Investigate and interpret measurements and related formulae foreveryday purposes
This section relates to your knowledge, skills, and experience of reading, understanding and using measurements and formulae in everyday situations.
Evidence I can provide Skills and knowledgeYes No
• I can read and interpret two dimensional drawings, maps or diagrams that use ratio scales.
• I can apply ratio in familiar situations.
• I can make 3D models that represent real objects.
• I understand the use of scale on maps, plans and diagrams to show reduction and enlargement.
• I can name and describe characteristics of 2D and 3D shapes.
• I can tell if a calculation is reasonable or not.
• I can reasonably estimate someone’s height or weight.
• I can reasonably estimate length, area and angles.
• I can convert between metric units.
• I can describe angles as well as measure and draw them using a protractor.
• I can choose and use formulae to calculate perimeter, area and volume of common shapes.
• I can take readings from measuring equipment.