need to complete these two attached tasks, either within the document or in separate document, as it suits you
Unit Assessment Pack (UAP) – Cover Sheet Student and Trainer/Assessor Details Student ID Student name Course and Unit Details Course code Course name Unit code SITXFIN003 Unit name Manage finances within a budget Unit Assessment Task No. Unit Assessment Task-3 Student Declaration 1. I certify that the work submitted for this assessment pack is my own. I have clearly referenced any sources used in my submission. I understand that a false declaration is a form of malpractice; 1. I have kept a copy of this assessment pack and all relevant notes, attachments, and reference material that I used in the production of the assessment pack; 1. For the purposes of assessment, I give the trainer/assessor of this assessment the permission to: 2. Reproduce this assessment and provide a copy to another member of staff; and 2. Take steps to authenticate the assessment, including communicating a copy of this assessment to a checking service (which may retain a copy of the assessment on its database for future plagiarism checking). Student signature: ________________________________ Date: ____/_____/______________ Unit Pre-Assessment Checklist (UPAC) UAT 3 – Unit Project (UP) Purpose of the checklist The pre-assessment checklist helps students determine if they are ready for assessment. The trainer/assessor must review the checklist with the student before the student attempts the assessment task. If any items of the checklist are incomplete or not clear to the student, the trainer/assessor must provide relevant information to the student to ensure they understand the requirements of the assessment task. The student must ensure they are ready for the assessment task before undertaking it. Section 1: Information for Students · Please make sure you have completed the necessary prior learning before attempting this assessment. · Please make sure your trainer/assessor clearly explained the assessment process and tasks to be completed. · Please make sure you understand what evidence is required to be collected and how. · Please make sure you know your rights and the Complaints and Appeal process. · Please make sure you discuss any special needs or reasonable adjustments to be considered during the assessment (refer to the Reasonable Adjustments Strategy Matrix and negotiate these with your trainer/assessor). · Please make sure that you have access to a computer and the internet (if you prefer to type the answers). · Please ensure that you have all the required resources needed to complete this Unit Assessment Task (UAT). · Due date of this assessment task is according to your timetable. · In exceptional (compelling and compassionate) circumstances, an extension to submit an assessment can be granted by the trainer/assessor. · Evidence of the compelling and compassionate circumstances must be provided together with your request for an extension to submit your assessment work. · Request for an extension to submit your assessment work must be made before the due date of this assessment task. Section 2: Reasonable adjustments · Students with carer responsibilities, cultural or religious obligations, English as an additional language, disabilityetc. can request for reasonable adjustments. · Please note, academic standards of the unit/course will not be lowered to accommodate the needs of any student, but there is a requirement to be flexible about the way in which it is delivered or assessed. · The Disability Standards for Education requires institutions to take reasonable steps to enable the student with a disability to participate in education on the same basis as a student without a disability. · Trainer/Assessor must complete the section below “Reasonable Adjustment Strategies Matrix” to ensure the explanation and correct strategy have been recorded and implemented. · Trainer/Assessor must notify the administration/compliance and quality assurance department for any reasonable adjustments made. · All evidence and supplementary documentation must be submitted with the assessment pack to the administration/compliance and quality assurance department. Reasonable Adjustment Strategies Matrix (Trainer/Assessor to complete) Category Possible Issue Reasonable Adjustment Strategy (select as applicable) LLN Speaking Reading Writing Confidence Verbal assessment Presentations Demonstration of a skill Use of diagrams Use of supporting documents such as wordlists Non-English Speaking Background Speaking Reading Writing Cultural background Confidence Use methods that do not require a higher level of language or literacy than is required to perform the job role Use short sentences that do not contain large amounts of information Clarify information by rephrasing, confirm understanding Read any printed information to the student Use graphics, pictures and colour coding instead of, or to support, text Offer to write down, or have someone else write, oral responses given by the student Ensure that the time available to complete the assessment, while meeting enterprise requirements, takes account of the student’s needs Indigenous Knowledge and understanding Flexibility Services Inappropriate training and assessment Culturally appropriate training Explore understanding of concepts and practical application through oral assessment Flexible delivery Using group rather than individual assessments Assessment through completion of practical tasks in the field after demonstration of skills and knowledge. Age Educational background Limited study skills Make sure font size is not too small Trainer/Assessor should refer to the student’s experience Ensure that the time available to complete the assessment takes account of the student’s needs Provision of information or course materials in accessible format. Changes in teaching practices, e.g. wearing an FM microphone to enable a student to hear lectures Supply of specialised equipment or services, e.g. a note-taker for a student who cannot write Changes in lecture schedules and arrangements, e.g. relocating classes to an accessible venue Changes to course design, e.g. substituting an assessment task Modifications to physical environment, e.g. installing lever taps, building ramps, installing a lift Educational background Reading Writing Numeracy Limited study skills and/or learning strategies Discuss with the Student previous learning experience Ensure learning and assessment methods meet the student’s individual need Disability Speaking Reading Writing Numeracy Limited study skills and/or learning strategies Identify the issues Create a climate of support Ensure access to support that the student has agreed to Appropriately structure the assessment provision of information or course materials in accessible format, e.g. a text book in braille Changes in teaching practices, e.g. wearing an FM microphone to enable a student to hear lectures Supply of specialised equipment or services, e.g. a note taker for a student who cannot write Changes in lecture schedules and arrangements, e.g. relocating classes to an accessible venue Changes to course design, e.g. substituting an assessment task Modifications to physical environment, e.g. installing lever taps, building ramps, installing a lift Explanation of reasonable adjustments strategy used (If required) Unit Assessment Task (UAT) Assessment Task 3 – Unit Project (UP) Assessment type: · Unit Project (UP) - Manage finances within a budget Assessment task description: · This is the third (3) assessment task you have to successfully complete to be deemed competent in this unit of competency. · This assessment task requires you to complete a project. · You must manage finances within a budget in order to successfully complete this project. · You will receive your feedback within two weeks - you will be notified by your trainer/assessor when results are available. · You must attempt all activities of the project for your trainer/assessor to assess your competency in this assessment task. Applicable conditions: · This project is untimed and are conducted as open book tests (this means you are able to refer to your textbook). · You must read and respond to all criteria of the project. · You may handwrite/use computers to answer the criteria of the project. · You must complete the task independently. · No marks or grades are allocated for this assessment task. The outcome of the task will be Satisfactory or Not Satisfactory. · As you complete this assessment task you are predominately demonstrating your practical skills, techniques and knowledge to your trainer/assessor. · The trainer/assessor may ask you relevant questions on this assessment task to ensure that this is your own work. Resubmissions and reattempts: · Where a student’s answers are deemed not satisfactory after the first attempt, a resubmission attempt will be allowed. · You must speak to your Trainer/Assessor if you have any difficulty in completing this task and require reasonable adjustments (e.g. can be given as an oral assessment). · For more information, please refer to your RTO Student Handbook. Location: · This assessment task may be completed in an independent learning environment . General Instructions for attempting the project: · This assessment task is in continuation to the previous task. · You will manage finances within a budget in this assessment task. · You will be expanding the knowledge and skills acquired during the previous assessment task. · Instructions to manage finances within a budget is provided within the assessment task. · You will be required to correctly attempt all activities of this assessment task. How your trainer/assessor will assess your work? · This assessment task requires the student to successfully complete and submit a project. · Answers must demonstrate the student’s understanding and skills of the unit. · You will be assessed according to the provided performance checklist/ performance criteria. · Assessment objectives/ measurable learning outcome(s) are attached as performance checklist/ performance criteria with this assessment task to ensure that you have successfully completed and submitted the assessment task. · If all assessment tasks are deemed Satisfactory (S), then the unit outcome is Competent (C). · If at least one of the assessment task is deemed Not Satisfactory (NS), then the unit outcome is Not Yet Competent (NYC). · Once all assessment tasks allocated to this Unit of Competency have been undertaken, trainer/assessor will complete an Assessment plan to record the unit outcome. The outcome will be either Competent (C) or Not Yet Competent (NYC). · The “Assessment Plan” is available with the Unit Assessment Pack (UAP) – Cover Sheet. Purpose of the assessment task: This assessment task is designed to evaluate your following skills and abilities: · Skills to discuss the impacts of rise in employee wages with appropriate colleagues. · Skills to promote awareness of importance of budget control and desired budget outcomes with the colleagues. · Skills to identify and report deviations based on the significance of the deviation. · Skills to manage deviations using appropriate options and present new innovative budget control approach based on conducted research. · Skills to define and communicate the benefits and