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What are Qualification Assessment Specifications - QAS

The AQP will set the national standards to ensure validity and consistency of the external   summative   assessment.  The   QAS  form   an   integral   part   of   every occupational qualification and are developed for each occupational qualification and outline and record the following information: Title of occupational qualification; Curriculum reference number; Name and details of the AQP; External assessment strategy; Key occupational outcomes; The point(s) at which the qualification must be assessed (allowing for production cycle if required); Critical  identified  elements  of  ‘internal  assessment’  to  be  externally moderated (if any); Eligibility requirements for candidates for exter[...]

Developing Presentations

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Developing presentations is an extremely individual activity and each trainer/facilitator will have their own style and preference. But in designing coherent courses, it’s important to adhere to a common style and format. Personal style and approach shows more in delivery. It is disorienting for participants to view presentations with different format and style every time a new trainer comes on. There are guidelines for developing presentations which trainers can adhere to without compromising their individuality.

1. Begin with a greeting and a few friendly words.

“Good afternoon and it’s a pleasure taking part in this course. I would like to begin by asking you a question.”

2. State a question that grabs their imagination.

“Like me, you have all seen your share of disasters. Do you ever wonder what we could do to reduce risk and the occurrence of disasters and not just develop better response?”

3. Give your name and a brief credential.

“As many of you know, my name is _________, and I’m a

______ at ______. I have spent a number of years working on___________________.” (Write it out for people to see.)

4. Follow with a promise of rewards for listening

“This afternoon I would like to explain what I have recently learned about how we can each do more to develop adequate risk reduction mechanisms in__________. I will take about 30 minutes to tell you about the national guidelines for _______. I will then ask you to share with me your own concerns about implementing these guidelines at _____.”

5. Let people know when you will take questions and comments.

“Please feel free to interrupt me at any time with questions or comments.” Or “I would like to go through the presentation first in full and then have a following Q&A time, so please note down any questions or comments as we go along”.

6. Explain topic by answering three questions: What? How? Why? (or you could structure the body of the presentation around Past, Present, and Future)

7. Describe the benefits of audience concern.

“We are the people who can make a difference for our pop-ulation. In order to make an even bigger difference than we do now, I have a favour to ask you. Would you please … (for example, read this handout, talk to your colleagues, participate in a working group, tell me what else you need to know in order to improve our practice, implement a new policy, etc.).”

8. Conclude with a positive, hopeful note of encouragement.

“Life is short and precious. It’s not often that we get a chance to implement a program that will improve the lives of others and make our own community a better and safer place to live. By fully implementing the procedures for mitigation and risk reduction, we take an important step in making our communities safer. Thank you.”