Training and Assessment Strategy (TAS) · PDF fileTraining and Assessment Strategy ... Qualification: Certificate IV in Outdoor Recreation Learner ... The particular cohort of students

Training and Assessment Strategy (TAS)

RTO Name: Continuing Education and Arts Centre of Alexandra (CEACA)

RTO Code: RTO3730

Qualification: Certificate IV in Outdoor Recreation

Learner Group: Industry Trainees and Interns

Date Implemented: Jan 1, 2015

The Training and Assessment Strategies and practice are the approach of, and method adopted

by, an RTO with respect to training and assessment designed to enable learners to meet the

requirements of the training package or accredited course.

Glossary, Users’ Guide to the Standards for Registered Training Organisations (RTOs) 2015, ASQA, 2014

© Velg Training, Version 2, March 2015 Page 2 of 42

Contents

1. Qualification Overview ............................................................................................. 3

1.1 Identifying Information ........................................................................................... 3

1.2 Qualification Packaging Rules .................................................................................. 4

1.3 Units of Competency ............................................................................................... 5

1.4 Learners & Clients .................................................................................................. 8

2. Course Information .................................................................................................. 9

2.1 Environment & Location ........................................................................................ 10

2.2 Duration & Amount of Training .............................................................................. 11

2.3 Mode of Delivery .................................................................................................. 11

2.4 Pathways ............................................................................................................. 12

2.5 Entry Requirements .............................................................................................. 13

2.6 Employability Skills Summary / Foundation Skills ..................................................... 14

2.7 Recognition Processes ........................................................................................... 14

2.8 Educational & Support Services .............................................................................. 15

2.9 Physical Resources ............................................................................................... 17

2.10 Learning Resources ........................................................................................... 19

3 Course Structure & Delivery Plan ........................................................................... 21

4. Assessment ............................................................................................................ 27

4.1 Evidence Gathering Techniques ............................................................................. 27

5. Human Resources .................................................................................................. 35

6. Assessment Moderation ......................................................................................... 40

6.1 Moderation Meetings............................................................................................. 40

6.2 Validation ............................................................................................................ 40

6.3 Assessment Feedback ........................................................................................... 40

6.4 Transition Arrangements ....................................................................................... 41

7. Review of Training and Assessment Strategy (TAS) .............................................. 42

http://www.velgtraining.com/


1. Qualification Overview

1.1 Identifying Information

This section states the information identifying the RTO and the training products, as well as

the person authorising the use of the strategy document.

RTO Name Continuing Education and Arts Centre of Alexandra (CEACA)

RTO Code RTO3730

Training Package Code SIS10

Training Package Title Sport, Fitness and Recreation Training Package

Version (Release) of Training Package

3.0 Status Current ☒

Superseded ☐

Qualification Code SIS40313

Qualification Title Certificate IV in Outdoor Recreation

Delivery Period 12 Months

Contact Person Mike Pigg

Head of School of Outdoor Leadership

Murrundindi Training Institute

Contact Details 20 Cooper Street, Alexandra VIC 3714

[email protected]

03 5772 3220

Authorised By Charlotte Bisset, CEO, CEACA


mailto:[email protected]


1.2 Qualification Packaging Rules

Based on information available from www.training.gov.au the following packaging rules

apply for completion of this qualification:

Total Number of Units 31

Number of Core Units 15

Number of Elective Units

16

Consisting of:

all the units in any two of Groups A to AAK, or

all the units in any one of Groups A to AAK and all the units in any one of Groups AAL to AAX

the remaining to make up the required 16 elective units from the General electives, or any of the above groups; up to 5 of these remaining units may be selected elsewhere in SIS10 or any current accredited course or other Training Package, and must be first packaged at AQF level 2, 3 or 4.

Other notes Only students who have been assessed as meeting the requirements outlined in the packaging rules for this qualification will be issued with the full Certificate IV in Outdoor Recreation


http://www.training.gov.au/


1.3 Units of Competency

Consistent with the qualification packaging rules, the units listed below will be delivered for

this qualification. The code and title of each unit is provided as well as an indication of

core, elective (Elec), pre-requisite (Pre)/co-requisite (Co) and licensing requirements (Lic).

Code Title Core Elec Pre Co Lic

BSBWOR404B Develop work priorities

HLTAID003 Provide First Aid

SISOODR302A Plan outdoor recreation activities

SISOODR404A Manage risk in an outdoor activity

SISOODR405A Develop and coordinate programs incorporating outdoor activities

SISOOPS306A Interpret weather conditions in the field

SISOOPS407A Apply search and rescue skills

SISXCCS404A Address client needs

SISXEMR201A Respond to emergency situations

SISXIND404A Promote compliance with laws and legal principles

SISXIND405A Conduct projects

SISXOHS402A Implement and monitor occupational health and safety policies

SISXRES402A Support implementation of environmental management practices

SISXRES403A Use resources efficiently

TAEDEL301A Provide work skill instruction

Group D - Abseiling - Instruct - Natural Surface - Single Pitch

SISOABN202A Safeguard an abseiler using a single rope belay system



SISOABN303A Apply single pitch abseil skills on natural surfaces

SISOABN304A Establish ropes for single pitch abseiling on natural surfaces

Group E - Bushwalking - Guide - Intermediate Environment

PUAOPE002B Operate communications systems and equipment

SISOBWG302A Apply intermediate bushwalking skills

SISOBWG404A Apply river crossing skills

SISOBWG405A Guide intermediate bushwalks

SISONAV302A Apply navigation skills in an intermediate environment

SISOOPS202A Use and maintain a temporary or overnight site

Group F – Bushwalking – Instruct – Controlled Environment

SISOBWG201A Demonstrate bushwalking skills in a controlled environment

SISONAV201A Demonstrate navigation skills in a controlled environment

Group K - Canoeing - Instruct - Flat Water

SISOCNE303A Apply canoeing skills

SISOCNE202A Perform deep water rescues

SISOCNE306A Instruct canoeing skills on flat and undemanding water

Group AP - Rafting - Guide - Grade 3 Rapids

SISOWWR201A Demonstrate self-rescue skills in white water

Group Q - Challenge Ropes Course - Supervise High Ropes

SISOABL402A Facilitate adventure-based learning activities



SISOCRP302A Conduct a high ropes session

SISOCRP404A Supervise high ropes session

Group R - Challenge Ropes Course - Supervise Low Ropes

SISOCRP301A Conduct a low ropes session

SISOCRP403A Supervise low ropes sessions

Group S - Climbing - Guide - Natural Surface - Single Pitch - Lead

SISOCLN405A Apply single pitch lead climbing skills on natural surfaces

Group T - Climbing - Guide - Natural Surface - Top Rope

SISOCLN302A Apply climbing skills on natural surfaces

SISOCLN303A Establish belays for climbing on natural surfaces

SISOCLN304A Guide top rope climbing activities on natural surfaces

SISOVTR301A Perform vertical rescues

Group Y - Cycle Touring – Guide - Overnight

SISOCYT201A Select, set up and maintain a bike

SISOCYT202A Demonstrate basic cycling skills

SISOCYT303A Apply on-road cycling skills

Group AM - Mountain Biking - Guide

SISOMBK201A Demonstrate basic off-road cycling skills

SISOMBK302A Apply advanced off road cycling skills

SISOMBK303A Guide off road cycle tours

Group AAT - Tour Guiding



SITTGDE301 Work as a guide

Group AAU - Tour Guiding - Extended Tours

SITTTOP402 Set up and operate a camp site

SITTTOP302 Provide outdoor catering

SITXFSA101 Use Hygienic Practices for Food Safety

Group AAW - Youth - Orientation

CHCYTH301E Work effectively with young people

General Electives

SISOCNE305A Guide canoeing trips on flat and undemanding water

HLTAID005 Provide first aid in remote situations

Description of licensing requirements (if indicated above)

No licensing, legislative, regulatory or certification requirements apply to this qualification.

1.4 Learners & Clients

The target participants for this instance of course delivery are those interested in working in the outdoors that have very few recognized outdoor skills or no recognized outdoor skills. The student has usually spent a couple of years out of secondary school getting 'life experience' and has the desire to lead and educate others in the outdoors.

The particular cohort of students for this Training & Assessment Strategy is a group of 26 trainees and interns currently employed by various outdoor activity providers in Victoria. Thus, when students are not participating in training and assessment, they are working for their employers as assistant guides and assistant instructors (approx. 150 days).

The following table outlines student numbers and employers:

The Outdoor Education Group 7 students

YMCA Victoria 6 students

Bindaree 2 students

Residential Outdoor Schools Association (ROSA) 8 students

Camp Coolamatong (Bairnsdale) 1 student

Beaconhills College (Pakenham) 1 student

The Summit (Trafalgar East) 1 student



2. Course Information

Murrindindi Training Institute (MTI) and Industry

MTI was initiated in 2011 by a group of outdoor sector employers concerned about;

1. Increasing quantity and quality (skill) shortages in outdoor recreation staff

2. The reverse trend being reported by DEEWR, for Outdoor Adventure Guides, due to

statistical anomalies, and inappropriate measurement processes

3. A rapid decline in VET courses, funding and places available in Outdoor Recreation

nationally

4. A lack of job ready graduates, caused by an inadequate number of “soft skill” units in

Outdoor Recreation training package, and a tendency for TAFE’s to run the minimum

required number of electives, contrary to employer needs

5. Low skill level output by TAFE graduates, due to minimizing contact hours driven by

funding declines.

MTI / CEACA has successfully filled this gap for the employers involved, contributing to an increase

in skills sets, national staff and training quality.

See the following industry documents:

MTI Ministerial Brief, Nov 2011

Hume Regional Workforce Plan – Summary of Key Findings April 2013

Central Ranges Local Learning and Employment Network Environmental Scan, 2014

Media Release, Skills crisis looms as funding for outdoor recreation training slashed, Mar 2014

Sector Letter, by Charles Berger - CEO, Outdoors Victoria, Sept 2014

On May 10-11 of 2012, key Victorian outdoor providers meet with representatives of MTI / CEACA

at Norval, Halls Gap. YMCA Victoria, The Outdoor Education Group, Bindaree, UC Camping, and

the DET Residential Outdoor Schools Association (ROSA) were all represented. The aim of the

retreat was to facilitate the creation of an industry driven training strategy (TAS) that would

address the continued shortage of trained employees and job ready graduates in the Outdoor

industry.

At this meeting a course curriculum was defined which would give graduates the necessary skills

and experience to become ‘job ready’ for employment in residential and/or journey-based outdoor

education and recreation. The agreed curriculum has now become entrench within the MTI /

CEACA Certificate IV in Outdoor Recreation program.

At this time, the Outdoor Leadership Advisory Committee (OLAC) was established to provide

ongoing strategic review of curriculum design and program delivery of all MTI / CEACA Outdoor

Recreation courses. Today OLAC comprises representatives from YMCA Victoria, The Outdoor

Education Group, Bindaree and ROSA. OLAC continues to meet on a quarterly basis and is chaired

by Brendan Smith (Camping Regional Manager, YMCA Victoria [email protected])

Industry documents and meeting minutes from OLAC can be found at the following location:

Dropbox\HoSOL\OLAC


mailto:[email protected]


2.1 Environment & Location

The environment where the qualification will be delivered includes:

☒ Institutional delivery

☒ Simulated work/industry environment

☒ Work in industry/work placement

☐ Other (specify) Click here to enter text.

The simulated work environment will be achieved by (provide examples/descriptions):

The simulated work environment will be a methodology employed during outdoor activity skills training. We will train in the outdoors under strict industry guidelines and in small groups (e.g. 12 students) that can play the role of a client group.

For example, when training and assessing abseil skills, industry standards will be observed (Standard Operating Procedures of The Outdoor Education Group; Victorian Adventure Activity Standards), and students will play the role of instructor, group member etc.

Work placements will be ongoing for the duration of the program (12 months). Each student will be engaged by their employer at all times outside of designated training and assessment periods (approx. 150 days).

The location of training facilities for this target group will be (list all addresses and type of facility e.g., library, computer room, commercial kitchen, etc):

Training is based out of Murrindindi Training Institute (MTI) – School of Outdoor Leadership, located in the township of Alexandra, two hours north east of Melbourne.

20 Cooper Street, Alexandra VIC 3714

The training facilities for this student cohort will be:

On-site at Murrindindi Training Institute

- 2 lecture rooms - Computer room

Off-site

- Lecture room at Continuing Education and Arts Centre of Alexandra (CEACA)

38A Downey Street, Alexandra VIC 3714

- Alexandra CFA

2 Shamrock Street, Alexandra VIC 3714

- YMCA Lady Northcote

1273 Glenmore Road, Glenmore VIC 3340



- Camp Jungai

475 Rubicon Road, Rubicon VIC 3712

In addition, the following venues are most commonly used for outdoor field training:

• Bushwalking: Lake Eildon NP; Cathedral Range State Park; Little Desert NP • Canoeing: Murray River (Yarrawonga/Cobram); Lake Eildon • Rafting: Big river (Jamieson); Goulburn River (Eildon); King River (Whitfield) • Climb and Abseil: Cathedral Range State Park; Mount Arapiles-Tooan State Park • Cycling / Mountain Bike: Lake Eildon NP; Great Victorian Rail Trail (Alexandra)

Contingency Plans

All venues are scheduled and booked each October, in preparation for the following year.

Where environmental or situational factors (e.g. bushfire) might render an outdoor field training venue unusable, alternate venues are able to be sourced.

For example: If bushfires threaten Western Victoria (Little Desert NP) at the time of planned bushwalking training, the training will be moved locally to Lake Eildon NP or Cathedral Range State Park.

2.2 Duration & Amount of Training

The Volume of Learning for a Certificate IV in Outdoor Recreation is 600-2,400 hours. As a component of this, the amount of training provided in this instance of course delivery is 1,900 hours, comprising of:

500 hours of supervised instruction

200 hours of unsupervised activities 1,200 hours of work placement

The course structure and delivery plan has been developed in conjunction with the students employers. Training and assessment is sequenced alongside large periods of work placement to maximize the volume of learning for each student.

2.3 Mode of Delivery

Delivery will mainly be:

☒ Face to face

☐ Online

☐ Correspondence



☒ On-the-job (indicate number of days/hours 1,200)

☐ Combination (describe Click here to enter text.)

☒ Self-paced project and assignment work (Guided learning)

2.4 Pathways

Study Pathways

The further study pathways available to learners who undertake this qualification include:

SIS50310 – Diploma of Outdoor recreation

Furthermore, graduates of the Diploma of Outdoor Recreation may be eligible for articulated

pathways into a Bachelor of Education (P‐12) Outdoor Education at Victoria University and the Bachelor of Arts (Outdoor Education) at La Trobe University. Further information will be available in information sessions and during study.

Note: This RTO does also offer the SIS50310 – Diploma of Outdoor recreation

Employment Pathways

This qualification provides the skills and knowledge for an individual to be competent in guiding outdoor recreation activities in an uncontrolled environment. Graduates of this course have developed the skills, knowledge and experience that enable them to work independently within a variety of settings and contexts that may be complex and non-routine

The following employment pathways are available to students who complete this qualification:

Employment with Victorian or other nationwide providers of outdoor recreation / education / adventure travel companies as casual or full-time guides / instructors / tour leaders.

For example, potential employers include:

The Outdoor Education Group

Bindaree

YMCA

Auscamp

Residential Outdoor Schools Association (ROSA)

Outward Bound Australia

The World Expeditions Travel Group



2.5 Entry Requirements

Recruitment of students will be responsible, ethical and consistent with training package requirements at all times. MTI / CEACA is committed to non-discrimination in any form and at all times complies with equal opportunity and anti-discrimination legislation.

The specific course entry requirements are:

Minimum education standard - No minimum education standard is set as a prerequisite to entry to this course. However,

a general command of spoken and written English, as well as the ability to write a simple report is required. This course requires the satisfactory completion of oral and written tasks. For more detail refer to the assessment section of this document.

Language, Literacy, and Numeracy

- MTI / CEACA staff will review an applicant’s language, literacy and numeracy skills during the application process with writing tasks and one-on-one interviews. For more information refer to CEACA’s Enrolment Policy available from ceaca.com.au.

- If the review determines the applicant would benefit from a thorough language, literacy and numeracy skill assessment, carried out by a trained assessor with expert knowledge of the Australian Core Skills Framework, MTI / CEACA staff will discuss further options with the applicant as outlined in CEACA’s Enrolment Policy available from ceaca.com.au. Note: some options may incur additional costs.

Industry skills / knowledge / experience

- No previous industry experience is required, however students must be currently employed as a trainee or intern within the Outdoor Recreation industry to gain entry to this course

Physical / medical requirements

- A moderate level of physical fitness is required (as training is based around hiking, paddling, climbing, and where heavy lifting is common)

- MTI / CEACA staff will assess an applicant’s readiness for this course prior to enrolment via a medical declaration and during one-on-one interviews during the application process. Where concerns exist, MTI / CEACA staff will discuss further options with the applicant as outlined in CEACA’s Enrolment Policy available from ceaca.com.au. Note: some options may incur additional costs.

Age restrictions

- Applicants must be 18 years of age or above at the time of course induction (Jan 19, 2015)

Regulatory requirements

- Victorian Working With Children’s Check (WWCC) - Police Check

These documents must be submitted by the applicant and reviewed by CEACA prior to gaining entry to this course.

Students are also required to purchase - a complete set of outdoor camping equipment - clothing relevant to the particular activity specialisations they choose

Where students have difficulty securing these items, please contact MTI / CEACA for assistance.



2.6 Employability Skills Summary / Foundation Skills

The Employability Skills Summary for this qualification can be accessed from the training.gov.au website at the following link:

http://training.gov.au/Training/Details/SIS40313

2.7 Recognition Processes

Learners are able to have their competency from prior learning and work experience recognised in this qualification through the following arrangements:

Recognition of Prior Learning (RPL)

If a student has previously completed training or has course related skills and experience, he or she may be eligible for RPL.

CEACA will provide RPL guides and documentation to students that explain the entire process.

RPL is the acknowledgement of skills and knowledge obtained through:

Formal Training: previous courses run by training providers or in-house training

Work experience: on the job experience, including informal training.

Life experience: community group involvement, family activities, sports, hobbies, leisure activities, unpaid work, organising events, and/or travel.

Applications for RPL will be assessed on an individual basis. Each applicant will need to provide the necessary evidence documentation to demonstrate their competency in accordance with the competency requirement of the relevant qualification for which they are applying for RPL. Documentation of prior learning is the most common form of evidence however there are also other forms of evidence including: third party observations, self-assessment reviews, verbal questioning, phone interviews and real work samples such as log books, lesson plans, meeting minutes etc.

It is up to the student to compile the evidence, in consultation with a trainer once they have enrolled.

Evidence documents will be assessed against the rules of evidence namely:

1. Validity 2. Authenticity 3. Currency 4. Sufficiency

RPL information can be found in the CEACA Policy and Procedure Manual 2015 at ceaca.com.au. In addition, RPL tools and documentation can be found at the following location: Dropbox\HoSOL\RPL Package

Credit Transfer

Students may also apply for a credit transfer upon enrolment.

CEACA will provide Credit Transfer guides and documentation to students that explain the entire process.

Credit transfer information and documentation can be found in the CEACA Policy and Procedure Manual 2015 at ceaca.com.au


http://training.gov.au/Training/Details/SIS40313


2.8 Educational & Support Services

In accordance with the Standards for RTOs 2015, at a minimum, support will include:

Identifying particular requirements (such as literacy, numeracy, English language or physical

capabilities) learners would need to complete each course, and

Developing strategies to make support available where gaps are identified.

MTI / CEACA strives to maximise opportunities for access, participation and outcomes for all students. CEACA ensures the provision of access and equity services to students as an integral part of all services and will undertake to identify and, where possible, remove barriers that prevent students from accessing and participating in our services.

The following support will be available to learners:

Language, Literacy & Numeracy (LLN) support

After enrolment a meeting can be arranged to discuss the LLN assistance that MTI / CEACA may be able to provide, with a view to creating an action plan that best addresses a student’s LLN needs.

MTI / CEACA will make every reasonable effort to ensure that we can accommodate a student’s needs. However, sometimes those needs are beyond the assistance that can reasonably be provided by MTI / CEACA (for the purposes of LLN assistance, “reasonable allowance” is defined as the provider being able to accommodate the student’s needs without significantly disadvantaging other students involvement in the course, or without causing the training provider significant financial disadvantage). Individuals who require additional help with their literacy and numeracy can access information about their nearest LLN provider by calling The Reading Writing Hotline on 1300 655 506 or refer to their website at www.literacyline.edu.au. Any costs incurred will be the responsibility of the student.

The types of assistance MTI / CEACA will be able to offer:

Any LLN difficulty To help establish competency, trainers may:

Speaking difficulties d to help explain and interpret terminology or more

complex issues.

Listening difficulties

Reading difficulties of seating close to screen.

o help read terminology or more complex issues.



Writing difficulties

ake notes or complete exercises on the student’s behalf where writing skills are not essential to course outcomes.

The types of assistance MTI / CEACA will not be able to offer:

Speaking difficulties .

st is met partially or fully by student (open to negotiation).

Listening difficulties course content, unless cost is met partially or

fully by student (open to negotiation).

Reading difficulties t partially or fully by student (open to

negotiation). rpret terminology or more

complex issues unless cost is met partially or fully by student (open to negotiation). o read and advise on all course materials.

Writing difficulties the course outcomes depend upon writing skills of the

level defined in the course requirements that cannot be met. es or complete exercises on the student’s behalf

where writing is not contingent of course outcomes, unless cost is met partially or fully by student (open to negotiation).

Maths / Numeracy difficulties y in the course outcomes depend upon Numeracy of

the level defined in the LLN course requirements.

Additional training and tutorials

Every effort, within reason, will be made by MTI / CEACA personnel to ensure a successful outcome for its students. Additional training and / or tutorial may be negotiated. Note: some options may incur additional costs.

Reasonable Adjustment

Where students are unable, due to physical or mental disabilities, ill health or family emergency, to undergo assessment as outlined in each training block alternative forms and times of assessment may be negotiated with a trainer prior to the assessment date. In the event that illness is the reason why an assessment cannot be completed a doctor’s certificate must be supplied.

The following processes will be applied for students considered to be ”at risk”:

MTI / CEACA is at all times concerned with the welfare of our students. Personnel will counsel students as appropriate and/or refer them to qualified counsellors. Personnel are required to respond to and attempt to alleviate any signs of distress or discomfort by students, and to actively render appropriate assistance.



If students require extra support or counselling, they are encouraged to make contact with a member of our team who will be eager to assist and refer them to the appropriate support services. Counselling/Personal Support

- Lifeline – 13 11 14 or www.lifeline.org.au - Relationships Australia - 1300 364 277 http://www.relationships.org.au - MensLine Australia – (For men of any age) 1300 78 99 78 - Kids Helpline (For young people aged 5-25) – 1800 551 800

Mental health websites

- Mindhealthconnect.org.au Launched as part of the Australian Government’s National E-Mental Health Strategy, this site is a trusted gateway to issues surrounding mental health care and a first step to finding relevant support and resources to meet mental health needs.

- Beyondblue.org.au Beyondblue’s work is aimed at achieving an Australian community that understands depression and anxiety, empowering all Australians, at any life-stage, to seek help.

- Anxietyonline.org.au Anxiety Online provides information, assessment, referral and treatment for Panic Disorder, Social Anxiety Disorder, Generalised Anxiety Disorder, Obsessive Compulsive Disorder and Post-Traumatic Stress Disorder.

- Headspace.org.au Headspace provides mental and health wellbeing support, information and services to young people aged 12 to 25 years and their families.

- Reachout.com ReachOut.com is Australia’s leading online youth mental health service. It’s a perfect place to start if not sure where to look. It’s got information on everything from finding motivation, through to getting through really tough times.

- Jeanhailes.org.au Jean Hailes’ vision is physical and emotional health and wellbeing in all its dimensions for all Australian women throughout their lives. VIC Mental Health Hotline: NURSE-ON-CALL on 1300 60 60 24

2.9 Physical Resources

All MTI / CEACA staff involved in the delivery and assessment of this qualification have:

☒ Direct access to the current version of the units of competency, assessment requirements,

relevant Training Package and companion volumes

https://training.gov.au/Training/Details/SIS40313

☒ Access to appropriate support materials relevant to their areas of delivery and

assessment

Available electronically at the following location: Dropbox/SOL


http://www.lifeline.org.au/

http://www.relationships.org.au/

https://training.gov.au/Training/Details/SIS40313


☒ Access to the latest copy of assessment tools used for this program

Available electronically at the following location: Dropbox/New MTI teaching package

☒ Access to training and assessment resources to meet the requirements of learners with

special needs including procedures for making reasonable adjustments to the assessment process

Available electronically at the following location: Dropbox/New MTI teaching package

☒ Access to equipment and facilities to meet the requirements of each unit of competency

and successfully implement the program (further information provided below).

More specifically, the following physical resources are available at CEACA / MTI for the delivery and assessment of the units of competency selected for this qualification:

Classroom lectures –

• Staff and students will be provided with all learner materials / manuals, session plans, attendance sheets and assessment materials, which are current, sufficient and effective resources for all units to be delivered • Laptop/computer • USB stick • Projector • Projector screen • Printer • Whiteboard, whiteboard equipment • The computer lab and internet will be available at all times during business hours

Bushwalking related activities- maps / compasses / first aid equipment

Climb and Abseil activities - helmet / harness / climbing hardware / climbing ropes / first aid equipment

Rafting activities - first aid equipment

Canoeing activities - first aid equipment

Cycling / Mountain Bike activities - first aid equipment

Challenge Ropes activities - first aid equipment

Note: Students are required to purchase:

- a complete set of outdoor camping equipment

- clothing relevant to the particular activity specialisations they choose

Note: a comprehensive listing of resources required for each Unit of Competency can be found within each Unit Delivery and Assessment Plan at: Dropbox/New MTI teaching package/Teaching package



The following physical resources owned by external organisations are available for use during delivery and assessment, and a Third Party Agreement outlining the details of these arrangements is in the following location: Reception/Documents/CEACA Admin/MOUs

Bushwalking related activities – Resources provided by the Outdoor Education Group - snow shoes / gaiters / ski poles / snow shovels / communications devices / maps / vehicles

Climb and Abseil activities - Resources provided by the Outdoor Education Group - communications devices / maps / vehicles

Rafting activities - Resources provided by the Outdoor Education Group - rafts / PFDs / helmets / paddles / pumps / repair kit / rescue kit / communications devices / maps / vehicles

Canoeing activities - Resources provided by the Outdoor Education Group - canoes / PFDs / helmets / paddles / rescue kit / communications devices / maps / vehicles

Cycling / Mountain Bike activities - Resources provided by the Outdoor Education Group – bicycle / helmet / safety vest / pump / tool kit / repair kit / traffic signage / communications devices / maps / vehicles

Challenge Ropes activities - Resources provided by YMCA Victoria - Challenge ropes course / harness / helmet / climbing hardware / rescue equipment / communications devices

2.10 Learning Resources

The following learning resources will be available to ensure learners are able to obtain and absorb the required skills and knowledge required prior to assessment:

Risk Management and OHS Risk Management Learner notes; PowerPoint; Workbook; Assignment; OEG Field Practices Manual; Victorian Adventure Activity Standards

Plan and Conduct Activities Workbook; PowerPoint; Assignment

Minimal Impact / Resource Management Leave No Trace Learner notes; PowerPoint; Workbook; Assignment; OEG Field Practices Manual

Adventure Based Learning Workshop notes; Workbook, PowerPoint; Assignment

Working with Youth PowerPoint; Assignment

Food Safety Learner Notes; PowerPoint

Weather Learner notes; PowerPoint; Workbook; Assignment

Work Skills PowerPoint; Assignment

Law Student Resource book; Learner notes; PowerPoint; Assignment



Bushwalking Learner notes; Introduction to Bushwalking PowerPoint; Bushwalking Guide 1 PowerPoint; Bushwalking Guide 2 PowerPoint; OEG Field Practices Manual; Victorian Adventure Activity Standards

Canoeing Learner notes; Introduction to Canoeing PowerPoint; Canoe Guide PowerPoint; Canoe Manual; OEG Field Practices Manual; Victorian Adventure Activity Standards

Climb / Abseil Learner notes; Introduction to Abseil PowerPoint; Rock Climbing Manual; OEG Field Practices Manual; Victorian Adventure Activity Standards

Challenge Ropes Learner notes; OEG Field Practices Manual; YMCA Standard Operating Procedures; Victorian Adventure Activity Standards

Search & Rescue Learner notes; PowerPoint

Cycle Learner notes; Cycle Maintenance Manual; OEG Field Practices Manual; Victorian Adventure Activity Standards

Raft White Water Raft Manual; OEG Field Practices Manual; Victorian Adventure Activity Standards

Mountain Bike Learner notes; Mountain Bike Reading Pack; OEG Field Practices Manual; Victorian Adventure Activity Standards



3. Course Structure & Delivery Plan

The units of competency will be delivered as:

☐ Stand-alone units

☐ Clusters of units

☒ Combination of stand-alone and clustered

The table below provides a description of the theme or topic and sequencing of units throughout the program. It also outlines the delivery schedule,

the learning materials required, the mode (face-to-face, online, workplace, etc) and the hours required. An indication is given if assessment will occur

(refer to assessment section for more information)

Week Topic/Location Unit/s of Competency (Code) Assessment (Y/N)

Delivery Mode

Hours Resources Required

4,5 Introduction Skills (MTI; Lake Eildon NP; Camp Jungai)

Introduction to Risk and OHS SISOODR404A - Manage risk in an outdoor activity SISXOHS402A - Implement and monitor occupational health and safety policies Introduction to Plan and Conduct Activities SISXIND405A - Conduct projects SISOODR302A - Plan outdoor recreation activities SISOODR405A - Develop and coordinate programs incorporating outdoor activities

Assignment Assignment Assignment Assignment Assignment

Face-to-face

11 days

Risk Mgt Learner notes; PowerPoint; Workbook; Assignment; OEG Field

Practices Manual; Victorian Adventure Activity

Standards

Workbook; PowerPoint; Assignment



Introduction to Minimal Impact / Resource Management SISXRES402A - Support implementation of environmental management practices SISXRES403A - Use resources efficiently Introduction to Adventure Based Learning SISOABL402A - Facilitate adventure-based learning activities Introduction to Working with Youth CHCYTH301E - Work effectively with young people Introduction to Bushwalking SISONAV201A - Demonstrate navigation skills in a controlled environment SISOBWG201A - Demonstrate bushwalking skills in a controlled environment Introduction to Canoeing SISOCNE303A - Apply canoeing skills SISOCNE202A - Perform deep water rescues Introduction to Abseil SISOABN202A - Safeguard an abseiler using a single rope belay system SISOABN303A - Apply single pitch abseil skills on natural surfaces

Assignment Assignment Assignment Assignment Bushwalk Guide 1 Bushwalk Guide 1 Canoe Guide Canoe Guide Climb Guide 2 Climb Guide 2

LNT Learner notes;

PowerPoint; Workbook; Assignment; OEG Field

Practices Manual

Workshop notes; Workbook, PowerPoint;

Assignment

PowerPoint; Assignment

Learner notes; PowerPoint; OEG Field Practices Manual; Victorian Adventure Activity

Standards; Plus physical resources listed above in

2.9

Learner notes; PowerPoint; Canoe Manual; OEG Field



2.9

Learner notes; PowerPoint; Rock Climbing Manual; OEG

Field Practices Manual; Victorian Adventure Activity




Introduction to Challenge Ropes SISOCRP301A - Conduct a low ropes session SISOCRP302A - Conduct a high ropes session Food Safety SITXFSA101 - Use Hygienic Practices for Food Safety

Conduct Ropes Conduct Ropes YES

2.9

Learner notes; OEG Field Practices Manual; Victorian

Adventure Activity Standards; Plus physical resources listed above in

2.9

Learner Notes; PowerPoint

14 Weather (CEACA)

SISOOPS306A - Interpret weather conditions in the field

YES + Assignment

Face-to-face

1 day Learner notes; PowerPoint; Workbook; Assignment

14

Canoe Guide (Murray River)

SISOCNE303A - Apply canoeing skills SISOCNE202A - Perform deep water rescues SISOCNE306A - Instruct canoeing skills on flat and undemanding water SISOCNE305A - Guide canoeing trips on flat and undemanding water SITTGDE301 - Work as a Guide SISOOPS202A - Use and maintain a temporary or overnight site SITTTOP302A - Provide outdoor catering SITTTOP402A - Set up and operate a camp site PUAOPE002A - Operate communications systems and equipment

YES YES Canoe Assessment Work obs. Work obs. YES Bushwalk Guide 1 YES Search & rescue

Face-to-face

4 days Learner notes; PowerPoint; Canoe Manual; OEG Field



2.9

15 Bushwalk Guide 1 (Lake Eildon NP)

SISONAV201A - Demonstrate navigation skills in a controlled environment SISOBWG201A - Demonstrate bushwalking skills in a controlled environment

YES YES

Face-to-face

3 days Learner notes; PowerPoint; OEG Field Practices Manual; Victorian Adventure Activity



SITTTOP302A - Provide outdoor catering

YES Standards; Plus physical resources listed above in

2.9 15 Term 1 Review NO Face-to-

face 1 day

23 Leaders

Wilderness Advanced First Aid (Camp Jungai)

HLTAID003 - Provide first aid HLTAID005 - Provide first aid in remote situations

YES YES

Face-to-face

60 hours

LWAFA external study material – provided by external RTO (Wilderness First Aid Australia)

25 Bushwalk Guide 2 (Little Desert NP)

SISOBWG302A - Apply intermediate bushwalking skills SISOBWG405A - Guide intermediate bushwalks SISONAV302A - Apply navigation skills in an intermediate environment SISOBWG404A - Apply river crossing skills

YES Work obs. YES YES

Face-to-face

6 days Learner notes; PowerPoint; OEG Field Practices Manual; Victorian Adventure Activity


2.9

26

Search & Rescue (Alexandra CFA building; Lake Eildon NP)

PUAOPE002A - Operate communications systems and equipment SISOOPS407A - Apply search and rescue skills SISXEMR201A - Respond to emergency situations

YES YES YES

Face-to-face

3 days Learner notes; PowerPoint; Plus physical resources

listed above in 2.9

26

Work Skills (Alexandra CFA building)

BSBWOR404B - Develop work priorities SISXCCS404A - Address client needs TAEDEL301A - Provide work skill instruction

Assignment Assignment Assignment

Face-to-face

1 day PowerPoint; Assignment

26 Law (Alexandra CFA building)

SISXIND404A - Promote compliance with laws and legal principles

Assignment Face-to-face

1 day Student Resource book; Learner notes; PowerPoint;

Assignment

27

Cycle Assist (Lake Eildon NP)

SISOCYT201A - Select, set up and maintain a bike SISOCYT202A - Demonstrate basic cycling skills SISOCYT303A - Apply on-road cycling skills

YES YES YES

Face-to-face

3 days Learner notes; Cycle Maintenance Manual; OEG Field Practices



Manual; Victorian Adventure Activity


2.9 28 Conduct High &

Low Ropes (YMCA Lady Northcote)

SISOCRP301A - Conduct a low ropes session SISOCRP302A - Conduct a high ropes session

YES YES

Face-to-face

2 days Learner notes; YMCA Standard Operating

Procedures; Victorian Adventure Activity


2.9

28 Supervise High & Low Ropes (YMCA Lady Northcote)

SISOCRP404A - Supervise high ropes session SISOCRP403A - Supervise low ropes sessions

YES YES

Face-to-face

4 days Learner notes; YMCA Standard Operating

Procedures; Victorian Adventure Activity


2.9

39

Raft Guide Grade 2 (River dependent)

SISOWWR201A - Demonstrate self-rescue skills in white water

YES

Face-to-face

5 days White Water Raft Manual; OEG Field Practices Manual; Victorian Adventure Activity


2.9

39

Mountain Bike Guide (Great Victorian Rail Trail)

SISOMBK201A - Demonstrate basic off-road cycling skills SISOMBK302A - Apply advanced off road cycling skills SISOMBK303A - Guide off road cycle tours

YES YES YES

Face-to-face

4 days Learner notes; Mountain Bike Reading Pack; OEG Field Practices Manual; Victorian Adventure Activity




2.9

40

Climb Guide 1 (Cathedral Range State Park)

SISOCLN302A - Apply climbing skills on natural surfaces SISOCLN303A - Establish belays for climbing on natural surfaces SISOVTR301A - Perform vertical rescues SISOCLN304A - Guide top rope climbing activities on natural surfaces SISOCLN405A - Apply single pitch lead climbing skills on natural surfaces SISOABN304A - Establish ropes for single pitch abseiling on natural surfaces

YES YES Climb Guide 2 Climb Guide 2 Climb Guide 2 Climb Guide 2

Face-to-face

5 days Rock Climbing Manual; Learner Notes; OEG Field



2.9

49 Climb Guide 2 (Mount Arapiles-Tooan State

Park)

SISOABN202A - Safeguard an abseiler using a single rope belay system SISOABN303A - Apply single pitch abseil skills on natural surfaces SISOVTR301A - Perform vertical rescues SISOCLN304A - Guide top rope climbing activities on natural surfaces SISOCLN405A - Apply single pitch lead climbing skills on natural surfaces SISOABN304A - Establish ropes for single pitch abseiling on natural surfaces

YES YES YES YES YES YES

Face-to-face

5 days Rock Climbing Manual; Learner Notes; OEG Field



2.9

50

Canoe Assessment (Lake Eildon)

SISOCNE306A - Instruct canoeing skills on flat and undemanding water

YES Face-to-face

2 days Canoe Manual; OEG Field Practices Manual; Victorian

Adventure Activity Standards; Plus physical resources listed above in

2.9 50

End of Year / Term 2 Review

NO Face-to-face

1 day



4. Assessment

MTI / CEACA is committed to an assessment system that ensures that assessment both complies with the assessment requirements of the training

package; and is conducted in accordance with the Principles of Assessment and the Rules of Evidence.

Principles of Assessment

Fairness The individual learner’s needs are considered in the assessment process.

Where appropriate, reasonable adjustments are applied by the RTO to take into account the individual learner’s needs.

The RTO informs the learner about the assessment process, and provides the learner with the opportunity to challenge the result of

the assessment and be reassessed if necessary.

Flexibility Assessment is flexible to the individual learner by:

reflecting the learner’s needs;

assessing competencies held by the learner no matter how or where they have been acquired; and

drawing from a range of assessment methods and using those that are appropriate to the context, the unit of competency and

associated assessment requirements, and the individual.

Validity Any assessment decision of the RTO is justified, based on the evidence of performance of the individual learner.

Validity requires:

assessment against the unit(s) of competency and the associated assessment requirements covers the broad range of skills

and knowledge that are essential to competent performance;

assessment of knowledge and skills is integrated with their practical application;

assessment to be based on evidence that demonstrates that a learner could demonstrate these skills and knowledge in other

similar situations; and

judgement of competence is based on evidence of learner performance that is aligned to the unit/s of competency and

associated assessment requirements.

Reliability Evidence presented for assessment is consistently interpreted and assessment results are comparable irrespective of the assessor

conducting the assessment.



Rules of Evidence

Validity The assessor is assured that the learner has the skills, knowledge and attributes as described in the module or unit of competency and

associated assessment requirements.

Sufficiency The assessor is assured that the quality, quantity and relevance of the assessment evidence enables a judgment to be made of a

learner’s competency.

Authenticity The assessor is assured that the evidence presented for assessment is the learner’s own work.

Currency The assessor is assured that the assessment evidence demonstrates current competency. This requires the assessment evidence to be

from the present or the very recent past.

4.1 Evidence Gathering Techniques

The table below provides a general overview of the evidence gathering techniques that will be used to assess each unit of competency.

Where evidence is gathered over multiple sources of assessment, successful completion of the unit of competency will only be judged after

successfully completing each individual assessment. For example, to complete the following unit, SISOOPS306A Interpret weather conditions

in the field, a student must pass the written exam, AND satisfactorily complete an assignment and workbook.

For more information on our assessment process, refer to the CEACA Assessment Policy (available in the CEACA Policy and Procedure

Manual 2015 at ceaca.com.au).

In addition, more detailed information regarding the assessment of each unit of competency, including timing and resources can be found in

the Unit Delivery and Assessment Plans saved in the following location: Dropbox/New MTI teaching package/Teaching package



Technique Legend

Examples of techniques may include observation of performance, questioning, workbooks, practical tasks, simulation, interviews, third party

reports, etc. The techniques used for this qualification and target group are as follows:

A Observation Checklist

B Written Examination

C Project

D Assignment

E Workbooks

F Feedback

Assessment Matrix

Unit Code Unit Title

Technique (refer to legend)

A B C D E F Notes regarding timing and specific resources required

Introduction Skills

SITXFSA101 Use Hygienic Practices for Food Safety

Weather

SISOOPS306A Interpret weather conditions in the field Assignment due: 1/6/15

Canoe Guide



SISOCNE305A Guide canoeing trips on flat and undemanding water Includes workplace obs.

SITTGDE301 Work as a Guide Includes workplace obs.


SITTTOP402A Set up and operate a camp site



Unit Code Unit Title

Technique (refer to legend)

A B C D E F Notes regarding timing and specific resources required

Bushwalk Guide 1



SITTTOP302A Provide outdoor catering

Leaders Wilderness Advanced First Aid

HLTAID003 Provide first aid

HLTAID005 Provide first aid in remote situations

Bushwalk Guide 2


SISOBWG405A Guide intermediate bushwalks Includes workplace obs.


Search & Rescue

PUAOPE002A Operate communications systems and equipment



Work Skills (Assignment due 5/10/15)

BSBWOR404B Develop work priorities





Law (Assignment due 3/8/15)


Cycle Assist

SISOCYT201A Select, set up and maintain a bike

SISOCYT202A Demonstrate basic cycling skills

SISOCYT303A Apply on-road cycling skills

Conduct High & Low Ropes



Supervise High & Low Ropes



Raft Guide Grade 2


Mountain Bike Guide

SISOMBK201A Demonstrate basic off-road cycling skills

SISOMBK302A Apply advanced off road cycling skills

SISOMBK303A Guide off road cycle tours

Climb Guide 1





Climb Guide 2


SISOCLN304A Guide top rope climbing activities on natural surfaces Assignment due: 4/12/15





Canoe Assessment


Risk Assignment (Workbook due 1/6/15; Assignment due 10/8/15)


SISXOHS402A

Implement and monitor occupational health and safety policies

Plan and Conduct Outdoor Activity Assignment (Workbook due 5/10/15; Assignment due 5/10/15)




Minimal Impact Assignment (Workbook due 10/8/15; Assignment due 10/8/15)


Resources Assignment (Workbook due 2/11/15; Assignment due 2/11/15)




Adventure Based Learning Assignment (Workbook due 12/10/15; Assignment due 12/10/15)


Youth Assignment (Assignment due 6/10/15)


Please note any adjustments that may be required to cater for different learner requirements:

Refer to section 2.8 Educational & Support Services

4.2 Authenticity of student work

A student must be able to ensure the authenticity of their own work at all times.

For more information please refer to the CEACA Assessment Policy (available in the CEACA Policy and Procedure Manual 2015 at

ceaca.com.au)

4.3 Cheating and plagiarism

Plagiarism is the presentation of somebody else’s work as your own. This includes copying of somebody else’s work without giving credit to

the author or submitting someone else’s work as your own.

Cheating and plagiarism is not acceptable. A student’s enrolment can be suspended if CEACA has reason to believe that the act of plagiarism

has been committed.


ceaca.com.au)

4.4 Reassessment

In the event of a ‘not yet satisfactory’ outcome of an assessment, a student will have an opportunity to re-do the assessments for that unit at

no cost. Should the result of the re-sit be an outcome of ‘not yet satisfactory’ one further re-sit is allowed.

If, after re-doing the assessment(s), a student still does not meet the necessary criteria for competency he/she has the opportunity (to

negotiate with MTI / CEACA) and seek extra training on a case by case basis. Note: some options may incur additional costs.




ceaca.com.au)

4.5 Assessment appeals and grievances

MTI / CEACA seeks to prevent assessment appeals by ensuring students are satisfied with the training and assessment process. All training

personnel are expected to be fair, courteous and helpful in all dealing with students. Before making a formal appeal, students are required to

discuss the matter with the relevant Assessor in an effort to reach an agreement.

The Assessor will undertake to reassess the decision that has been made. If a student is still unhappy, they may lodge a formal appeal in

writing to The Head of School of Outdoor Leadership. Upon receiving a formal appeal, CEACA will appoint a further member of its RTO

Personnel as a third party to try to resolve the issue. Any decision recommended by the third party is not binding to either party.

If a student is still unhappy, CEACA will appoint another Registered Training Organisation (RTO) to review the appeal. This registered training

organisation will either:

• Uphold the appeal;

• Reject the appeal; or

• Recommend further evidence gathering by either party.

If the student is still unhappy, he/she has a right to complain to the national regulator; the Australian Skills Quality Authority (ASQA) via the

appropriate process.


ceaca.com.au)



5. Human Resources

The requirements of clauses 1.1-1.16 of the Standards for RTOs 2015 are summarised below. The RTO ensures all trainers and assessors

comply with these requirements and copies of qualifications are stored together with the PD evidence with the trainer/assessor profile in the

following location: Dropbox/SOL/SOL Trainer information

The table below summarises the requirements for trainers and assessors.

Role Vocational

Competence

Current

Industry

Skills

Trainer and

Assessor PD 2015

2016

No equivalence

2017

No equivalence

Vocational

Training Areas

Trainer TAE40110* or equivalent or a

diploma or a higher level qualification in adult education

TAE40110* or a diploma or a

higher level qualification in adult education

TAE40110* or a diploma or a higher level

qualification in adult education

Assessor TAE40110 or the Assessor Skill Set* or equivalent, or a diploma or higher level qualification in

adult education

TAE40110, Assessor Skill Set* or a diploma or higher level


TAE40110, Assessor Skill Set* or a diploma or higher level qualification in

adult education

Trainer under supervision (of a qualified trainer listed

above) --

1 x Enterprise Trainer Skill Set^ or equivalent

1 x Enterprise Trainer Skill Set^ 1 x Enterprise Trainer Skill Set^

Team Assessment

Qualified assessor -- -- TAE40110 or the Assessor Skill Set* or equivalent, or a diploma

or higher level qualification in adult education

TAE40110 or the Assessor Skill

Set* or a diploma or higher level qualification in adult education

TAE40110 or the Assessor Skill Set* or a diploma or

higher level qualification in adult education

Team Assessment

Industry Expert -- N/A N/A N/A

Training and

Assessment

Qualifications

TAE40110*

Trainer/Assessor TAE40110/TAE50111/TAE50211* or equivalent or a higher level


TAE40110/TAE50111/TAE50211* or a higher level qualification in

adult education

TAE50111* or TAE50211* or a higher level


TAE50111* OR

TAE50211*

Trainer/Assessor

TAE50111*/TAE50211* or equivalent or a higher level


TAE50111*/TAE50211* or a higher level qualification in adult

education

TAE50111* or TAE50211* or a higher level


* or its successor



Key ^ Enterprise Trainer Skill Set includes one of the following or its successor:

TAE40110 Certificate IV in Training and Assessment TAESS00007 Enterprise Trainer – Presenting Skill Set TAESS00003 Enterprise Trainer and Assessor Skill Set

TAE50111 Diploma of Vocational Education and Training BSBCMM401A Make a presentation TAEASS401B Plan assessment activities

and processes

TAE50211 Diploma of Training Design and Development TAEDEL301A Provide work skill instruction TAEASS402B Assess competence

TAESS00001 Assessor Skill Set TAEASS403B Participate in assessment validation

TAEASS401B Plan assessment activities and processes TAESS00008 Enterprise Trainer – Mentoring Skill Set TAEDEL301A Provide work skill instruction

TAEASS402B Assess competence TAEDEL404A Mentor in the workplace

TAEASS403B Participate in assessment validation TAEDEL301A Provide work skill instruction

Documentation is kept for each trainer/assessor to demonstrate their competence and currency in line with the relevant directive described above. These documents are held on file and stored in the following location:

Dropbox/SOL/SOL Trainer information



Staff Matrix

Staff Member/s Trainer Assessor Train/Assess Qualification

Vocational Qualification Training arrangements

(team teaching, working under supervision, etc)

Units of Competency Delivering/Assessing

Ebony Arnold TAE40110 SRO50206 Diploma of Outdoor Recreation

Trainer and Assessor BSBWOR404B Develop work priorities



















SITTGDE301 Work as a Guide









SISOBWG405A Guide intermediate bushwalks














Steven Prothero TAE40110 RSRO50299 Diploma of Outdoor Recreation

Trainer and Assessor BSBWOR404B Develop work priorities SISXCCS404A Address client needs




















SITTGDE301 Work as a Guide






SISOBWG302A Apply intermediate bushwalking skills SISOBWG405A Guide intermediate bushwalks




















6. Assessment Moderation

6.1 Moderation Meetings

Moderation meetings will be held according to a set schedule to ensure a systematic approach. This is separate to the validation process and

is intended to ensure reliable judgements have been made prior to issuing results to learners.

Moderation of judgements will occur on a regular basis and prior to issuing results to students, at least every 6 months (i.e. at the time of

Term 1 and Term 2 reviews). The moderation process involves the review of samples folios of evidence (assessments and RPL submissions)

to confirm reliability and consistency of judgements that meet the requirements of the training package as well as meet industry standards.

Materials such as learning and reference materials, training package assessment guidelines, feedback forms and other resources will be

utilised.

Discussions and recommendations during moderation meetings will be recorded on a Moderation Form and stored in the following location:

Dropbox/SOL/Moderation Meetings

6.2 Validation

Validation will occur in alignment with the RTO’s 5 year plan. Refer to the plan/schedule in the following location: CEACA Policy and Procedure

Manual 2015 at ceaca.com.au

6.3 Assessment Feedback

Feedback and input from students and other stakeholders will be sought, analysed and acted upon, where necessary, on a regular basis. Information gained will form part of any review of materials and in the validation and moderation processes. Feedback will be sought through the following process:

Feedback from students:

1. Trainer Feedback Form (post each Training Block) 2. End of Term Review Feedback Form (Biannually, post Term 1 and post Term 2) 3. End of Year Review Feedback Form (Annually, end of year)

Feedback from employers:

1. End of Term Review Feedback Form (Biannually, post Term 1 and post Term 2) 2. Traineeship Feedback Form (Annually, end of year)



6.4 Transition Arrangements

The RTO is subscribed to the following email updates to ensure the RTO is advised of any changes to the Training Package:

☒ Australian Skills Quality Authority

☒ Training.gov.au

☐ VET Reform Taskforce

☒ Velg Training Newsletters

☐ Other – specify Click here to enter text.

☒ ISC Newsletters – indicate which ISCs Click here to enter text.

When there is a change to the Training Package that impacts on this TAS, the RTO Manager will notify all staff affected as soon as possible.

The RTO complies with clauses 1.26 & 1.27 of the Standards for RTOs 2015. When there are major changes to the Training Package, the RTO Manager and management team will review the changes made and create a plan to transition to the new training package requirements and cater for completion arrangements for students where possible. The progress of the transition will be monitored by the RTO Manager and the management team.

Transition arrangements must be completed within 12 months of changes being published on training.gov.au for superseded qualifications and two years for deleted training products (except Skill Sets and units of competency which are 12 months).



7. Review of Training and Assessment Strategy (TAS)

This TAS will be reviewed as required by changes to the Training Package, organisational resources and in meeting individual client needs. A

systematic approach will also be used to review the TAS and any recommended changes will be discussed by trainers, assessors, the RTO

Manager and Management Team. These changes will be implemented when/if approved.

Approved by:

RTO Manager Name: Charlotte Bisset

RTO Manager Signature:

Date: Click here to enter a date.
