facilitator guidetle.westone.wa.gov.au/.../shared/pdf/facilitator_guide_vbqu152.pdf · you will...

© 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



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.

Minimum requirements

IBM compatible PCPentium III 1000MHz1 GIG RAM

Operating systemWindows OS X v10.3

BrowserFirefox 2.0Internet Explorer 6Safari 2.0

Note: You may need to disable ‘pop-up blocking’ software for this website.

Apple Macintosh700 MHz1 GIG RAM

Plugins Flash player 9Adobe PDF reader 6.0

RecommendationsScreen resolution 1024 x 768Access to a printer



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.



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.



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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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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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



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’.



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



Facilitator guide

2 How to measure perimeter and circumference


There are two topics in this ‘How to’.


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



Facilitator guide

3 How to measure area


There are six topics in this ‘How to’.


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



Facilitator guide

4 How to measure volume


There are fi ve topics in this ‘How to’.


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




Facilitator guide

5 How to work with angles


There are four topics in this ‘How to’.


What are angles?

Angle unit What’s the angle?

Measuring angles Reading angles

Drawing angles and triangles

Drawing triangles




Facilitator guide

6 How to work with scale


There are three topics in this ‘How to’.


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



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.



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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Locate structurally intricate texts relevant to a range of personal purposes

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Research a range of texts relevant to personal need

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Critically evaluate a range of texts relevant to own learning purposes

Research a range of texts relevant to learning

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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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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).



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.

facilitator guidetle.westone.wa.gov.au/.../shared/pdf/facilitator_guide_vbqu152.pdf · you will...

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