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Re-assessment for assessments only occurs if the student has previously submitted the assessment or has missed the relevant session(s) and has been afforded special consideration which is approved by the Administration department.

Examples of reasonable adjustments • providing additional time for student to practice the assessment tasks • presenting questions orally for students with literacy issues • asking questions in a relevant practical context • adapting machinery and equipment to make it more easily used • presenting work instructions in diagrammatic or pictorial form instead of words and sentences • simplifying the design of tasks It is the responsibility of each assessor to assess students' needs and make whatever reasonable adjustments are practicable to maximise a students' opportunity to demonstrate their competence. In the event that a student is currently working in a suitable role (outside their studies), assessors may also consider contacting students workplace supervisor to assist in the development of reasonable adjustments to the assessment requirements of this unit (if approved by the student)

Wherever possible, trainers/assessors will make reasonable adjustments to training and assessment processes to ensure all people are treated equally in the training and assessment process. Students who have special needs may be allowed reasonable adjustment at the time of assessment in line with the Focus Learning Policy and Procedures. To meet the needs of all learners' adjustments can be made to the way assessments are conducted but not to the requirements of the assessment. The purpose of these adjustments is to enhance fairness and flexibility so that the specific needs of students can be met.

3 Review the presentation 3.1 Implement techniques to review the effectiveness of the presentation 3.2 Seek and discuss reactions to the presentation from participants or from key personnel involved in the presentation 3.3 Utilise feedback from the audience or from key personnel involved in the presentation to make changes to central ideas presented

2 Deliver a presentation 2.1 Explain and discuss desired outcomes of the presentation with the target audience 2.2 Use presentation aids, materials and examples to support target audience understanding of key concepts and central ideas 2.3 Monitor non-verbal and verbal communication of participants to promote attainment of presentation outcomes 2.4 Use persuasive communication techniques to secure audience interest 2.5 Provide opportunities for participants to seek clarification on central ideas and concepts, and adjust the presentation to meet participant needs and preferences 2.6 Summarise key concepts and ideas at strategic points to facilitate participant understanding

1 Prepare a presentation 1.1 Plan and document presentation approach and intended outcomes 1.2 Choose presentation strategies, format and delivery methods that match the characteristics of the target audience, location, resources and personnel needed 1.3 Select presentation aids, materials and techniques that suit the format and purpose of the presentation, and will enhance audience understanding of key concepts and central ideas 1.4 Brief others involved in the presentation on their roles/responsibilities within the presentation 1.5 Select techniques to evaluate presentation effectiveness

This unit covers the performance outcomes, skills and knowledge required to prepare, deliver and review a presentation to a target audience. This unit applies to individuals who may be expected to make presentations for a range of purposes, such as marketing, training, promotions, etc. They contribute well developed communication skills in presenting a range of concepts and ideas.