Unpacking and mapping the unit of competency
The following 4 steps show how you might unpack, map and storyboard your unit of competency to provide a guide for content writers to follow. The steps include a worked example of the unit of competency "SIHHCLS302A colour and lighten hair" http://training.gov.au/Training/Details/SIHHCLS302A . The example shows how you or your content writer might structure your learning content topics, subtopics and activities for consistent, valid content outcomes.
1. Go to www.training.gov.au/home/tga. In the "Quick search" box, enter unit code or title in the "Nationally recognised training" section to access your unit of competency in word format.
2. Select the table containing the elements and performance criteria content and paste into a new word document. Add 3 more columns and add or rename the headings as follows (adjust column width and add borders as needed):
- Elements/Topics
- Performance Criteria/subtopics
- Map – in this column show how the parts of the unit map to the elements and performance criteria
- Formative – note ideas for formative assessment and learning activities in this column linked to elements/performance criteria
- Summative – provide guidance and suggestions for summative assessment mapped to elements/performance criteria
3. Considering the elements of competency, in the map column, match the required skills (RS), knowledge (RK), critical aspects (CA) and range statement "musts" (RA) to the appropriate element/s. The examplebelow shows element 1. Consult with clients
4. Convert “required skills and knowledge”, “critical aspects” and range statement “musts” to a numbered list, remembering to show the 2nd level lists. See the example.
SIHHCLS302A Example
Element/ Topic | Performance Criteria/ subtopic | Map | Formative | Summative | |||||||||
Topic 1: Consulting with your client
| 1.1. Evaluate client current and prior reactions to colour chemicals by observing the outcomes of a pre-service skin test and through access to client history. 1.2. Establish client history for new colour clients. 1.3. Analyse client characteristics through physical and visual examination. 1.4. Identify contraindications to the colour service and inform client according to salon policy.
1.5. Establish client satisfaction or dissatisfaction with current hair colour.
1.6. Explore client expectations through questioning and reference to existing client history.
1.7. Confirm client’s desired base colour or degree of lift and tone through discussion and reference to product colour charts.
| RS 1, 2, 3 a b, 4 RK 1, 2, 3, 4, 5,6, 7,8, 9 CA1-7 RA 2, 3 | Provide learning activities guidelines and suggestions for: Subtopic content Learning activities and formative assessment: | Identify summative assessment methods and tools as appropriate for topic: Context and resources for assessment:
Methods:
Tools:
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Topic 1 deliverables linked to learning outcomes
Sub topic deliverables (formative assessment) Topic deliverables (summative assessment): | |||||||||||||