Developed in conjunction with all existing trainer providers, a qualification and recognition standard has been created for wool handlers and shearers nationwide.

The AWI wool harvesting training program has been developed in collaboration with all training providers offering the national qualifications in shearing and wool handling.

The competencies have been unpacked into the essential applied knowledge and skills a learner needs to achieve them.

The qualifications mapping for wool handling and shearing (links below) shows the relationship between each competency and the learning objects that will support the training to achieve it.

Each learning object is written as a purpose statement with supporting detail. This is not intended to be used as a mandatory checklist, but rather to document a learning activity that contributes to achieving the competency.

The learning objects support training to achieve the competencies, but do not replace them. The trainer/assessor must refer to the endorsed competencies during assessment.

Each learning object may also specify underpinning objects that document the required prior knowledge and skills for the learner. This should be checked where the learner enters a program with limited prior training and industry experience.

Assessment tools have been developed for each learning object. These are provided as a suggestion and are by no means prescriptive. Assessment against the learning objects should mirror the principles of competency assessment - it should be fair, flexible, valid and reliable.

The process for planning training and assessment using this AWI wool harvesting training program can be summarised as:

1. Identify the qualifications and competencies to be covered.
2. Refer to the mapped learning objects and sequence them to provide an educationally sound and efficient training pathway.
3. Check the prior knowledge and experience of the learner to ensure the training is customised to reflect the gaps that need to be covered. These are listed in the 'Underpinning topics' section of Assessable learning objects documents. See example (pdf 278kb).
4. Use the learning objects to structure delivery of the essential knowledge and skills and prepare the learner for assessment. These can be found in Part A of Assessable learning object documents. See page one of example document (pdf 334kb).
5. As learning objects are completed, record this in the Record of Training and Assessment (RTA) - see example document (pdf 334kb). When the learner is ready to be assessed against the competency, the performance requirements on the RTA need to be observed and signed off - see page three of example document (pdf 334kb).
6. The details of the assessment process need to be completed on the last page of the RTA, (pdf 334kb) and records kept for AQTF compliance.