tafe nsw accreditation guidelines -...

NEW SOUTH WALES

TECHNICAL AND FURTHER EDUCATION COMMISSION

Certificate II

in

Skills for Work and Training

National Code: 10089NAT

TAFE NSW Course Number: 10697

Accreditation Date: 16 November 2011

Accreditation Expiry Date: 31 December 2016

SOCIAL INCLUSION AND VOCATIONAL ACCESS UNIT

Certificate II in Skills for Work and Training of 32Status: In Development: Version: Final Version: November 2011 accred_crs_doc

Section A: Copyright and course classification information

1 Copyright owner of the course

New South Wales Department of Education and Communities

2 Address Social Inclusion and Vocational Access UnitLevel 1, The MuseCnr Harris & Mary Ann StreetsPO Box 707Ultimo NSW 2007Phone: (02) 9217 4293Fax: (02) 9217 3918

3 Type of submission

Accreditation

4 Copyright acknowledgement

The material in this course document is State of New South Wales Department of Education and Communities, NSW TAFE Commission, Social Inclusion and Vocational Access Unit copyright and is subject to the provisions of the Copyright Act 1968.Training Package units of competency included in this course are licensed under the Free Education licence. Details are available at www.aesharenet.com.au/FfE2

A selection of Units of Competency from the following Training Packages are included in this course:

ACM10 Animal Care and Management AHC10 Agriculture, Horticulture, Conservation &

Land Management AUR05 Automotive Industry, Retail, Service and

Repair BSB07 Business Services CPC08 Construction, Plumbing and Services CUV11 Visual Arts, Craft and Design FNS10 Financial Services ICA11 Information and Communication Technology LMT07 Textile Clothing and Footwear MEM05 Metal and Engineering RII – Resources and Infrastructure Operations SIR07 Retail Services SIT07 Tourism, Hospitality and Events TLI10 Transport and Logistic SIB10 Beauty Therapy SFL10 Floristry

5 Licensing A licence is required to:


http://www.aesharenet.com.au/FfE2

- use this material for training delivery– reproduce in part or whole– incorporate a significant part of the material into a

derivative such as an enhancement, contextualisation, supplementary or compilation

– on-sell or license, in part or whole, to a third party.

For information about the licensing of State of NSW, Department of Education and Communities, NSW TAFE Commission copyright materials, please refer to section A1 and A2 (contact details) in the course document.

6 Franchising Not applicable

7 Course accrediting body

TAFE NSW

8 AVETMISS information

ASCO code(Australian Standard Classification of Occupations – Occupational typeTo be replaced by ANZSCO [Australian and New Zealand Standard classification of Occupations])

9903

ASCED Code – 6 digit(Field of education)

120599

National course code TBA[Classification codes for AVETMISS data may be found on the NCVER website at www.ncver.edu.au]

9 Period of accreditation

QSU to complete


http://www.ncver.edu.au/

Section B: Course information1 Nomenclatur

eName of the Qualification

Certificate II in Skills for Work and Training

Nominal duration of the course

340 hours

The hours for this course and the units of competency within it are only indicative. Total hours will depend on the target group and the electives chosen.

Completion requires 270 to 340 hours. The number of hours may vary depending on factors such as target group needs, learners' entry level knowledge and skills, elective units selected and duration of work placement if applicable.

2 Vocational or educational outcomes of the course

This course is designed for people who require Employability Skills and knowledge to access work, vocational training or community engagement or a Year 10 equivalent qualification.

On successful completion of this course the learner should be able to achieve the following key outcomes :

develop Employability Skills and knowledge at AQF level 2

identify realistic education/employment or community engagement options and appropriate training pathways

contribute effectively to a diverse society.

In addition, depending on the electives chosen, learners may also achieve one or more of the following outcomes:

enhance communication skills and self esteem develop team skills while working with people in a group,

in a diverse context using written and spoken skills develop skills to retrain or enter the workforce (including

entry level vocational skills) articulate into further education and training at AQF level

3.

The AEET Framework units of competency in this qualification are generally aligned to Levels 3 and 4 of the Australian Core Skills Framework (ACSF). Refer to individual units of competency for ACSF alignments.

3 Development of the course

3.1 Industry/enterprise/community need

This course is part of the Access Employment Education and Training (AEET) Framework developed in 2006.

The AEET Framework is designed for a diverse range of learners who require a supported pathway to employment, further education and training. The AEET Framework courses are structured around the National Employability Skills.


The need for the reaccreditation of the AEET Framework courses is supported by the:

AEET Framework Reaccreditation Project Reference Group representing key industry and community groups

a range of key industry and community stakeholders TAFE NSW Institutes.

Records of consultations and members of the AEET Reference Group can be accessed athttps://detwww.det.nsw.edu.au/tafe/tes/training_and_assessment_support/proj_advis_grp/pag_aeet.htm

The Certificate II in Skills for Work and Training is part of the Work and Training Skills suite of courses designed to provide supported pathways to access and re-engage with work, prepare for vocational training and community participation.The focus of the courses is the development of Employability Skills delivered with Training Package units to provide an industry context and articulation options to Training package qualifications.The need for this course is supported by the following current national research:

National Workforce Development Strategy (2010)- Skills Australia

Skills for Prosperity - A road map for VET ( 2011) - Skills Australia

Equity Blueprint 2011-2016 - Creating Futures: Achieving Potential through VET -National VET Equity Advisory Council

Budget 2011-12 -Building Australia’s Future Workforce: trained up and ready for work – Commonwealth Government

Australia to 2050: future challenges ( 3rd Intergenerational report) – Commonwealth Government

No More Excuses- An Industry Response to the Language, Literacy and Numeracy Challenge - Australia's eleven Industry Skills Councils April 2011

VET Products in the 21st Century - Key Recommendations to ensure a stronger focus on preparatory and enabling skills - National Quality Council

National Workforce Literacy Project - Australian Industry Group. (May 2010)

Links between Literacy and Numeracy Skills and Labour Market Outcomes - Productivity Commission (2010)

Demand: The enrolments in the current course TAFE NSW Course No. 9072 Certificate II in Skills for Work and Training (91347NSW) have been steadily increasing from 2,553 in 2007 to 8,345 in 2010. It is anticipated that the demand for this course will be similar to that of the course it replaces.

This course does not duplicate a Training Package


https://detwww.det.nsw.edu.au/tafe/tes/training_and_assessment_support/proj_advis_grp/pag_aeet.htm


qualification.

3.2 Review for re-accreditation

This course has been revised and updated to reflect current national accreditation requirements (AQTF

2007 & AQF 2011) reflect the current and emerging needs of learners, industry

and community groups as identified by research and industry and community consultations. Refer: https://detwww.det.nsw.edu.au/tafe/tes/training

assessment_support/proj_advis_grp/pag_aeet.htm reflect current and emerging national VET priorities /targets align the AEET Framework units to the Australian Core Skills

Framework (ACSF) include new AEET units of competency identified by research

and consultation revise existing AEET Framework units of competency for

currency and relevancy include current Training Package units of competency.

The mid-term review for this course was conducted in 2009. It found that 9072 provided alternative pathways into vocational courses with excellent packaging options for joint LLN and vocational courses. It also found that employers liked to see the employability skills units on student transcripts.This course was also reviewed as part of the External Review of the AEET Framework which was conducted in 2009. The reviewer found that the Certificate II in Skills for Work and Training had the second highest completion rates for AEET Framework courses and had the third highest completion rates for Aboriginal students.The flexibility of this course allows it to be contextualised to local needs including local job opportunities.

Transition Arrangements

This course replaces 91347NSW Certificate II in Skills for Work and Training (9072)

It will not be possible to enrol new learners in the old course from 1 January 2012. Learners currently enrolled may either continue in the old course or enrol in the new qualification. Learners who transfer to the new course may be eligible for advanced standing for units of competency they have already completed.

4 Course outcomes

4.1 Qualification level The outcomes of this course are consistent with the qualification

descriptor in the Australian Qualification Framework (AQF) 2011 for Certificate II.



https://detwww.det.nsw.edu.au/tafe/tes/training

4.2 Employability skills

Employability Skills are built into all competencies. Trainers and assessors should ensure that they are addressed in training and assessment.

The Employability Skills applicable to this course are outlined below:

Communication – that contributes to productive and harmonious relations between employees and customers.Learners will develop oral and written communication skills appropriate to a workplace, community or education context.

Examples of application in the following units: NSWTCOM207B - Demonstrate interpersonal

communication skills NSWTSPG203B - Deliver an informal presentation NSWTWTG201B - Write routine work related texts.

Teamwork – that contributes to productive working relationships and outcomes.Learners will develop the skills and knowledge to participate effectively in a team in a workplace, community or education context. Examples of application in the following units:

NSWTTMW201B - Participate in a team

Initiative and enterprise – that contributes to innovative outcomes.Learners will develop skills and knowledge to identify and implement workplace roles and responsibilities and develop knowledge of work practices.

Example of application in the following unit: NSWTINT201B - Provide leadership in routine contexts NSWTWMN201B - Examine and report on the changing

role of women.

Planning and Organising- that contributes to long-term and short-term strategic planning.Learners will develop skills and knowledge to plan, prepare and participate in activities in a work, education or community context.

Example of application in the following unit: NSWTPLG201B - Source and organise information for a

purpose NSWTPLG203B - Identify work placement opportunities in

industry and the community.

Self- Management - that contributes to employee satisfaction


and growth.

Learners will develop skills and knowledge to enhance their ability to manage their personal, work, community or education needs.Examples of application in the following units:

NSWTCOM208B - Organise and complete a job application and interview

NSWTSFM201B - Use self advocacy skills NSWTSFM203B - Evaluate work experience.

Learning – that contributes to ongoing improvement and expansion in employee and company operations and outcomes.Learners will develop skills and knowledge to participate in education and training and identify learning goals.Examples of application in the following unit:

NSWTLRN201B - Develop and implement plan for education and employment

Technology - that contributes to effective execution of tasks.Learners will develop skills and knowledge to use technology to develop a range of written and oral communication skills in a work, community or education context.

Examples of application in the following units: NSWTTCH203B - Use emerging technology to search and

apply for a job

The following additional employability skills have been identified by the National Access Employment Education and Training (AEET) Framework Project Reference Group:

Personal safety and security – that contributes to an awareness of personal safety and security. Learners will develop skills and knowledge to take responsibility for personal safety and security that meets their needs within a workplace, community or education context.

Examples of application in the following units: NSWTPSS201B - Maintain personal safety and security.

Ethics and ethical practice – that contributes to an awareness of ethical principles and practice.Learners will develop skills and knowledge to apply confidentiality and respect for the rights and needs of others in a workplace, community or education context.


Examples of application in the following units: NSWTETH201B - Operate in a diverse study environment NSWTETH204A - Identify ethical issues in the workplace.

Sustainability – that contributes to an awareness of concepts of natural, human and social capital.Learners will develop skills and knowledge to contribute effectively to a diverse society in a workplace, community or education context.

Examples of application in the following units: NSWTCOM212B - Use intercultural communication skills NSWTSPG204B - Communicate cultural diversity through

stories NSWTSUS201B - Engage in a socially diverse

environment in a range of diverse contexts.4.3 Recognition

given to the course (if applicable)

n/a

4.4 Licensing/regulatory

requirements (if applicable)

n/a

5 Course rules5.1 Course

structure

To be awarded the Certificate II in Skills for Work and Training, competency must be achieved in 270-340 hours of units of competency, as specified below:

Completion of one (1) core Unit of Competency from Group 1(20 hours)

Completion of at least 250 hours of elective Units of Competency as specified below:

o Must include at least 170 hours of elective units of competency from Group 2 – AEET Framework Units of Competency as detailed below:

Must include at least 130 hours from Subgroup 1- AEET Level 2 Units

Balance in hours (0 - 40 hours) of AEET elective units may be chosen from Subgroup 1- AEET Level 2 units and/or Subgroup 2 – AEET Level 1 and Level 3 Units.

o The balance in hours of total elective units (0 - 80 hours) may be chosen from:

Group 2 - Subgroup 1 - AEET Level 2 units and/or Group 3- Training Package Units of


Competency

Group 1- CORE Units of Competency

Complete ALL units

Unit Code Unit Name HoursNSWTCOM207B Demonstrate interpersonal

communication skills 20

Group 2 - AEET Framework Units of Competency

Subgroup 1 AEET Level 2 Units of Competency Must complete at least 130 hours

Unit Code Unit Name HoursNSWTABL101B Provide information on traditional

Aboriginal cultural values 30

NSWTABL201B Investigate Aboriginal issues 30

NSWTCOM201APrepare & orally deliver stories for a purpose 30

NSWTCOM202ADocument and communicate personal and community stories 40

NSWTCOM203A

Demonstrate awareness of cultural protocols for communicating with an Aboriginal community 25

NSWTCOM204AResearch Aboriginal people and the media 25

NSWTCOM205BPlan and participate in a team presentation 20

NSWTCOM208BOrganise and complete a job application and interview 20

NSWTCOM209B Conduct a simple project 25

NSWTCOM210B

Analyse different views/attitudes/perspectives presented in the media 20

NSWTCOM211BUse strategies to transform personal conflict 20

NSWTCOM212BUse intercultural communication skills 20

NSWTCOM213BUse negotiation skills in routine contexts 20

NSWTCOM214BCommunicate with customers in a range of contexts 20

NSWTESL213A Identify a variety of English 40


Unit Code Unit Name Hourspronunciation features

NSWTESL216ARead and respond to English texts in the workplace 54

NSWTESL217AUse English to write workplace texts 54

NSWTETH201BOperate in a diverse study environment 10

NSWTETH202BAccess support services in a diverse study environment 10

NSWTETH204AIdentify ethical issues in the workplace 20

NSWTINT201BProvide leadership in routine contexts 20

NSWTINT202B Work with a mentor 30

NSWTLNG213B

Use basic signed English to participate in a limited range of everyday exchanges 48

NSWTLNG214BUse signed English to participate in routine information exchanges 36

NSWTLNG215BPrepare for engagement with deaf or hearing impaired people 24

NSWTLRN201BDevelop and implement plan for education and employment 20

NSWTLSG201BListen and respond in a range of contexts 20

NSWTMTH211BApply a range of mathematical problem solving strategies 18

NSWTNMY205AUse calculations in routine contexts 20

NSWTNMY206A Use measurement in routine contexts 20

NSWTNMY207A Read and interpret graphs, charts and tables 20

NSWTPLG201BSource and organise information for a purpose 20

NSWTPLG203B

Identify work placement opportunities in industry and the community 20

NSWTPLG204B

Investigate work and training practices in industry and community 30

NSWTPSS201BMaintain personal safety and security 20

NSWTRDG201BRead and respond to routine texts 20

NSWTSFM201B Use self advocacy skills 30 NSWTSFM202B Participate in work experience 30 NSWTSFM203B Evaluate work experience 20

NSWTSFM206BDevise strategies for living in Australia 20

NSWTSFM207BEvaluate strategies for living in Australia 20

NSWTSFM208B Identify strategies to build self 20


Unit Code Unit Name Hoursesteem and personal effectiveness

NSWTSPG201BSpeak effectively in a range of contexts 20

NSWTSPG203B Deliver an informal presentation 20

NSWTSPG204BCommunicate cultural diversity through stories 30

NSWTSUS201B

Engage with a socially diverse environment in a range of diverse contexts

20

NSWTSUS202BInvestigate the principles of ecosystems and sustainability 25

NSWTSUS203BInvestigate community actions to contribute to sustainability 20

NSWTTCH203BUse emerging technology to search and apply for a job 20

NSWTTMW201B Participate in a team 20

NSWTWMN201BExamine and report on the changing role of women 40

NSWTWTG201B Write routine work related texts 20

NSWTWTG202BCommunicate information using visual techniques 20

Subgroup 2 – AEET - Level 1 and Level 3 Units of Competency

Unit Code Unit Name Hours BSBWRT301A Write simple documents 30

NSWTCOM101B Participate in small informal group discussions

20

NSWTCOM102B Communicate orally with others about routine matters

20

NSWTCOM103B Investigate forms of communication media

30

NSWTCOM111B Respond to signs and sources of conflict in everyday contexts

20

NSWTCOM114B Communicate with customers about simple routine matters

20

NSWTCOM306B Write non-routine texts 20 NSWTCOM310B Interpret media representations of

contemporary issues and people20

NSWTINT102B Identify job opportunities 20 NSWTNMY115B Use a basic calculator 18 NSWTPLG301B Research information for a

purpose20

NSWTPLG302B Develop and implement a project 25 NSWTSPG101B Speak clearly in everyday contexts 20 NSWTSUS302B Develop a personal action plan for

environmental sustainability20

NSWTTCH104B Prepare to access the Internet 25


Unit Code Unit Name Hours NSWTTCH106B Prepare for word processing 25 NSWTTCH107B Prepare to use email 25

GROUP 3 – Additional Electives

Training Package Units of Competency

Subgroup 1- BUSINESS ADMINISTRATION UNITS OF COMPETENCY

Unit Code Unit Name HoursBSBCUS201B Deliver a service to customers 30 BSBIND201A Work effectively in a business

environment 20 BSBINM201A Process and maintain workplace

information 30 BSBINM202A Handle mail 15BSBINN201A Contribute to workplace innovation 35 BSBITU201A Produce simple word processed

documents 40 BSBITU202A Create and use spreadsheets 25 BSBOHS201A Participate in OHS processes 20 BSBSUS201A Participate in environmentally

sustainable work practices 20BSBWOR204A Use business technology 20

Subgroup 2 - VISUAL ARTS AND CONTEMPORARY CRAFT UNITS OF COMPETENCY

Unit Code Unit Name Hours

BSBDES301A Explore the use of colour 40

BSBDES302AExplore and apply the creative design process to 2D forms 55

CUVACD301AProduce drawings to communicate ideas 75

CUVDRA301A Produce drawings 50 CUVPRI201A Develop printmaking skills 75CUVPRP301A Produce creative work 30

CUVRES201ASource and use information relevant to its own arts practice 25

CUVRES301AApply knowledge of history and theory to own arts practice 36



CUVSCU201A Develop sculptural skills 50LMTCL2003B Identify fibres and fabrics 18

LMTFD2001BDesign and produce a simple garment 36

LMTFD2005BIdentify design process for fashion designs 36

LMTGN2001BFollow defined OH&S policies and procedures 18

LMTGN2002B Apply quality standards 18

Subgroup 3 - HORTICULTURE UNITS OF COMPETENCY


AHCPGD201A Plant trees and shrubs 20 AHCPCM201A Recognise plants 20 AHCNSY203A Undertake propagation activities 20 AHCINF202A Install, maintain and repair fencing 20

AHCMOM204AUndertake operational maintenance of machinery 30

AHCOHS201A Participate OHS procedures 15 AHCWRK204A Work effectively in the industry 10 AHCNSY201A Pot-on plants 20

AHCLSC201AAssist with landscape construction work 30

Subgroup 4 DESKTOP PUBLISHING UNITS OF COMPETENCY


ICPMM321C Capture a digital image 50

ICPPP224CProduce pages using a page layout application 30

ICPPP225CProduce graphics using a graphics application 40

Subgroup 5 - AUTOMOTIVE UNITS OF COMPETENCY


9001B Automotive Project 2 24 AURC172003A Identify environmental regulations

and best practice in a workplace or 4


Unit Code Unit Name Hoursbusiness

AURC272003A

Apply environmental regulation and best practice in a workplace or business 4

AURC270103A Apply safe working practices 12

AURE218670AService, maintain or replace batteries 4

AURP201570A

Service engines and associated engine components (outdoor power equipment) 24

AURT100064ARemove and tag engine system components 18

AURT270278AUse and maintain workplace tools and equipment 30

AURV225908A Carry out panel repairs 32

AURV229749APrepare spray painting materials and equipment 32

AURV231649A

Prepare vehicle/component/equipment for customer use 24

AURV231786AAWash/clean vehicle body and door cavities 16

AURV231809BAClean and finish vehicle interior trim and seats 20

AURV281508A Carry out spot welding procedures 36

Subgroup 6 - ABORIGINAL ARTS UNITS OF COMPETENCY

Unit Code Unit Name HoursCUVPRP201A Make simple creative work 40CUVACD101A Use basic drawing techniques 54CUVDRA201A Develop drawing skills 50CUVPAI201A Develop painting skills 75

Subgroup 7 DESIGN UNITS OF COMPETENCY


CUVACD201ADevelop drawing skills to communicate ideas 50

CUVACD401AIntegrate colour theory and design processes 30

ICAICT203AOperate application software packages 40

ICPSP270BManually prepare and produce screen prints 30



LMTCL1001B Produce a simple garment 37 LMTCL2001B Use a sewing machine 12 LMTCL2004B Sew components 36

Subgroup 8 - CONSTRUCTION AND TILING UNITS OF COMPETENCY

Unit Code Unit Name HoursCPCCCA2002A Use carpentry tools and equipment 36

CPCCCM1012AWork effectively and sustainably in the construction industry 12

CPCCCM1015ACarry out measurements and calculations 36

CPCCCM2001ARead and interpret plans and specifications 16

CPCCCM2004A Handle construction materials 40

CPCCCM2005AUse construction tools and equipment 40

CPCCCM2008AErect and dismantle restricted height scaffolding 24

CPCCOHS1001AWork safely in the construction industry 6

Subgroup 9 LIVE PRODUCTION, THEATRE AND EVENTS UNITS OF COMPETENCY

Unit Code Unit Name HoursCUECOR03B Provide quality service to customers 27 CUECOR02C Work with others 24

Subgroup 10 - PAINTING AND DECORATING UNITS OF COMPETENCY

Unit Code Unit NameHours

CPCCPD2011AHandle painting and decorating materials 40

CPCCPD2012AUse painting and decorating tools and equipment 40

CPCCPD3021A Prepare surfaces for painting 32 CPCCPD3022A Apply paint by brush and roller 64


Subgroup 11 - CONCRETING UNITS OF COMPETENCY


CPCCCO2014A Carry out concrete work 24

CPCCOHS2001A

Apply OHS requirements, policies and procedures in the construction industry 16

CPCCVE1011AUndertake a basic construction project 40

Subgroup 12 RETAIL UNITS OF COMPETENCY


BSBPRO401A Develop product knowledge 20

SIRXCCS001AApply point-of-sale handling procedures 20

SIRXCCS002A Interact with customers 20SIRXCLM001A Organise and maintain work areas 10SIRXFIN001A Balance point-of-sale terminal 15SIRXICT001A Operate retail technology 20

SIRXIND001AWork effectively in a retail environment 20

SIRXINV001A Perform stock control procedures 20SIRXMER001A Merchandise products 20SIRXOHS001A Apply safe working practices 15SIRXRSK001A Minimise theft 10SIRXSLS001A Sell products and services 20SIRXSLS002A Advise on products and services 20

SITXOHS002AFollow workplace hygiene procedures 20

Subgroup 13 - COMMUNITY RADIO UNITS OF COMPETENCY


CUFAIR201ADevelop techniques for presenting information on radio 30

CUFRES201ACollect and organise content for broadcast or publication 20

Subgroup 14 - ANIMAL CARE AND MANAGEMENT



ACMGAS204A Feed and water animals 20ACMGAS206A Provide basic first aid for animals 20AHCNAR202A Maintain wildlife habitat refuges 20

Subgroup 15 - METAL FABRICATION UNITS OF COMPETENCY


MEM09002B Interpret technical drawing 36 MEM18001C Use hand tools 18

MEM18002BUse power tools/hand held operations 18

Subgroup 16 - PLUMBING UNITS OF COMPETENCY

Unit Code Unit Name HoursCPCPCM2023A Carry out OHS requirements 36 CPCPCM2028A Cut and join sheet metal 8 CPCPCM2030A Mark out materials 20 CPCPRF2013A Collect and store roof water 6

Subgroup 17 - SIGNAGE UNITS OF COMPETENCY


CPCCSI2001A Use colour for signage 24 CPCCSI2002A Lay out and design signage 40 CPCCSI2003A Prepare surfaces for signage 20 CPCCSI3010A Hand render pictorials 36

Subgroup 18 - HOSPITALITY UNITS OF COMPETENCY

Unit Code Unit Name HoursSITHCCC001B Organise and prepare food 25 SITHCCC002A Present food 5

SITHCCC004BClean and maintain kitchen premises 6



SITHCCC005A Use basic methods of cookery 55 SITHCCC007A Prepare sandwiches 6 SITHFAB012B Prepare and serve espresso coffee 30

SITXCOM001AWork with colleagues and customers 20

SITHFAB010CPrepare and serve non alcoholic beverages 20

Subgroup 19 – INFORMATION TECHNOLOGY


ICAICT101A Operate a personal computer 15

ICAICT102AOperate word processing applications 15

ICAICT103AUse communicate and search securely on the internet 30

ICAICT105A Operate spreadsheet applications 15ICAICT106A Operate presentation packages 15

Subgroup 20 FIRST AID


HLTFA201BProvide basic emergency life support 8

Subgroup 21 TRANSPORT AND LOGISTICS

Unit Code Unit Name HoursTLIA2013A Receive goods 22 TLIA2021A Despatch stock 22

Subgroup 22 FINANCIAL SERVICES


FNSFLT201A Develop and use a personal budget 20FNSFLT202A Develop and use a savings plan 20

FNSFLT203ADevelop an understanding of debt and consumer credit 25


Subgroup 23 COMMUNITY SERVICES


CHCAC318B Work effectively with older people 40

CHCCOM201CCommunicate with people accessing the services of the organisation 20

SIBBRES201AResearch and apply beauty industry information 20

SISOBWG201ADemonstrate bush walking skills in controlled environment 36

SISONAV201ADemonstrate navigation skills in a controlled environment 36

SISXIND101AWork effectively in sport and recreation environments 18

Subgroup 24 – RESOURCES AND INFRASTRUCTURE OPERATIONS

Unit Code Unit Name HoursRIICOM201A Communicate in the workplace 20RIICCM201A Carry out measurements and

calculations35

RIIOHS201A Work safely and follow OHS policies and procedures

25

RIISAM203A Use hand and power tools 20BSBITU101A Operate a personal computer 20

Notes for Students:1. Learner Support - Learners requiring support to meet

their learning goals will need to co-enrol in the Learner Support course (9999). Talk to your teacher if you think you may require learner support.

2. Selection Of Electives - Talk to your teacher and/or workplace trainer, to ensure that your combination of electives provides you with a suitable vocational outcome.

3. Recognition - If you have completed other relevant training, you may be eligible to have units of competency from previous training counted towards completion for this course. Talk to your teacher or workplace trainer if you think you may be eligible for recognition of units previously completed.

4. Prerequisite Units –Some units in this course may have prerequisites that must be completed in a lower level qualification or selected as part of the course. Consult your teacher for information about prerequisites to elective units.

5.2 Entry There are no formal educational requirements for this course.


requirements6 Assessment6.1 Assessment

strategy

The emphasis of assessment is on collection of sufficient evidence, teacher/trainer judgment and holistic assessment against unit purpose. The focus is on the clustering and integration of areas of knowledge, skills and attitudes, rather than on a "checklist" or atomistic approach.Detailed information on assessment is provided in each unit of competency.Assessment strategies must

meet the expected work/community outcomes of the qualification

match the requirements of the competency standards that make up the qualification

be appropriate for the target group/s to which the qualification is delivered.

Assessment must be contextualised to meet the needs of the particular context in which performance is being assessed. Assessment should only address those variable circumstances, listed in the Range Statement, which apply to the chosen context.Language, literacy and numeracy demands of assessment should not be greater than those required on the job.An individual's access to the assessment process should not be adversely affected by restrictions placed on the location or context of assessment beyond the requirements specified.Reasonable adjustments can be made to ensure equity in assessment for people with disabilities. NOTE: In the case of assessment of units of competency imported from Training Packages, see Unit Guides for specific assessment requirements.

The Certificate II in Skills for Work and Training is a course which can target learners who may have had interrupted schooling or who are unfamiliar with a formal learning environment. It is important that the assessment strategies adopted are closely linked to the teaching/learning cycle. Assessment should ideally be a cumulative process and occur throughout the course rather than all being concentrated at the end of the course.

Assessment contextUnits of competency within this course can be assessed in a face to face, distance, online or blended learning environment and they may also be assessed either on or off the job where relevant to the specific unit of competency.Assessment may take place in the classroom, in a community setting, in the workplace or in a simulated workplace environment. Where relevant, assessment will need to be undertaken according to the requirements of the relevant Training Package.Assessment of units of competency within the course may be conducted by the course teacher/trainer or by a qualified assessor from another vocational area or a qualified assessor in a work or community environment. Panel, peer assessment or


self assessment may also be used if appropriate to the judgement of critical aspects of evidence in the unit of competency.

Collecting Sufficient EvidenceThe assessor needs to collect sufficient evidence to make a sound judgment of the learner’s achievement. Sufficient evidence is the amount and variety of evidence the teacher/assessor has determined is necessary to record that the learner has achieved the unit of competency.Refer to individual units of competency for information on what may be sufficient evidence to achieve this qualification.

Evidence collection methodsEvidence collection methods should closely reflect the needs of the particular learner groups including:

people with disabilities people who may have literacy or numeracy difficulties speakers of languages other than English people in remote communities.

Methods for collecting sufficient evidence for assessment in this course may include:

collection of work samples/portfolio strategic questioning/interview project case study simulation observation/practical demonstration self assessment/peer evaluation training record book, logbook, diary or journal third party reports of on-the-job performance or

authenticated prior achievements audio or video recording.

Conducting AssessmentIt is important that the assessor collaborates with the learner/s about the best methods of collecting the required evidence and that learners understand the agreed assessment processes.Candidates should have:

the opportunity to make choices about assessment and forms of evidence that are appropriate to their context

an opportunity for comment, reflection and discussion with assessor/s about assessment practices

access to guidelines and models for collecting and presenting sufficient evidence such as portfolios or collection of work samples.

Assessment conditionsAssessment conditions include:

wide range of contexts and texts


complex texts and activities e.g. embedded structure/content, writing for a range of purposes, specialised vocabulary

establishing own support resources minimal assistance from teacher/trainer/ qualified

assessor, mentor if required (all assistance should be acknowledged and documented).

Integrated assessmentAssessment should be holistic and reflect the critical aspects of evidence. Where appropriate, assessment strategies should combine assessment of related units of competency and elements to enable the learner to demonstrate related competencies, knowledge and skills at the same time.

Integrated assessment helps ensure that the assessment mirrors real life tasks e.g. computing skills units of competency could be assessed with specific reading and writing units of competency where learners use the computer to locate information, write specific texts and, in doing so, demonstrate their ability to use a computer, access the internet etc.

For detailed advice on appropriate integration of units of competency for assessment refer to:

Unit Guides for the units of competency in the qualification

course implementation advice available from Social Inclusion and Vocational Access Unit.

Assessment toolsAssessment tools should include both the assessment instrument and instructions for the assessor and learner.Whether assessors develop their own assessment tools or use prepared assessment tools, they will need to review the tools as part of their Assessment Validation process.

Assessment in specific contextsAssessment methods and tools must take into account learner characteristics, learning styles and opportunities to collect evidence. For example:

distance delivery may require assessment strategies that take account of the learners' isolation and ability to collect and provide evidence

Aboriginal learners may require assessment strategies that are appropriate for Aboriginal learning styles and demonstrate an awareness of Aboriginal perspectives.

Access and Equity and Reasonable AdjustmentAssessment methods should reflect workplace demands eg


literacy and the needs of particular target groups eg people with disabilities, Aboriginal and Torres Strait Islander people, women and people with a language background other than English.For further information on equity principles see:

the relevant Training Package assessment guidelines AQTF 2010 Essential Conditions and Standards for

Continuing/Initial Registration - Standard 2 legislative policies, including the following, which require

that all government departments ensure that social and physical barriers are removed:o Disability Discrimination Act (1992)

http://www.humanrights.gov.au/about/legislation/index.html

o Racial Discrimination Act (1975)www.hreoc.gov.au/about/legislation.

o Disability Standards for Education 2005http://www.deewr.gov.au/schooling/programs/pages/disabilitystandardsforeducation.aspx

o NSW Principles of Multiculturalismhttp://www.crc.nsw.gov.au/legislation_and_policy/principles_of_multiculturalism

The focus of the adjusted assessment should be on enabling the learners to demonstrate that they have achieved the unit of competency purpose, rather than on the method used.

Reasonable adjustments can be made to ensure equity in assessment for people with disabilities. Adjustments include any changes to the assessment process or context that meet the individual needs of the person with a disability, but do not change competency outcomes.

Such adjustments are considered 'reasonable' if they do not impose an unjustifiable hardship on a training provider or employer.

Where Registered Training Organisations (RTOs) have specialised equity staff eg Disabilities Teacher Consultants, Aboriginal Coordinators, Women's Strategy Coordinators, Harassment Officers, Multicultural Coordinators, they may be consulted for further advice.

Refer to individual units of competency for details of specific assessment information.

6.2 Assessor competencies

The AQTF Essential Conditions and Standards for Continuing Registration 2010 specify the requirements to be met by RTOs throughout their period of registration.


http://www.crc.nsw.gov.au/legislation_and_policy/principles_of_multiculturalism

http://www.crc.nsw.gov.au/legislation_and_policy/principles_of_multiculturalism

http://www.deewr.gov.au/schooling/programs/pages/disabilitystandardsforeducation.aspx

http://www.deewr.gov.au/schooling/programs/pages/disabilitystandardsforeducation.aspx

http://www.hreoc.gov.au/about/legislation



The National Quality Council (NQC) has agreed to a transition period of two years to allow providers time to adopt a planned approach to ensuring all trainers and assessors meet the requirements of Standard 1.4(a) as agreed by the Council on 17 June 2010 and set out below. Therefore, until June 2012, the NQC’s Determination of 18 December 2009 in relation to Standard 1.4(a) will also continue to apply.

Training and assessment are delivered by trainers and assessors who:

a) have the necessary training and assessment competencies determined by the National Quality Council or its successors

b) have the relevant vocational competencies at least to the level being delivered or assessed

c) can demonstrate current industry skills directly relevant to the training/ assessment being undertaken

d) continue to develop their Vocational Education and Training (VET) knowledge and skills as well as their industry currency and trainer/assessor competence.

The current National Quality Council policy in relation to Standard 1.4(a) is as follows. Trainers must:

i) hold the TAE40110 Certificate IV in Training and Assessment from the TAE10 Training and Education Training Package

orii) be able to demonstrate equivalent competencies oriii) work under the direct supervision1 of a person who has

the competencies specified in (i) or (ii) above and, be able to demonstrate vocational competencies at least to the level of those being delivered.

Note: 1Direct supervision is achieved when a person delivering training on behalf of the RTO has regular guidance, support and direction from a person designated by the RTO who has the trainer competencies in (i) or (ii) above and who monitors and is accountable for the training delivery. It is not necessary for the supervising person to be present during all training delivery.

Assessors must:i) hold the following three competencies from the TAE10

Training and Education Training Package:a) TAEASS401A Plan assessment activities and processesb) TAEASS402A Assess competencec) TAEASS403A Participate in assessment validation

orii) be able to demonstrate equivalent competencies to all

three units of competency listed in (i).

Note: If a person does not have the assessment competencies as defined in (i) or (ii) above and the relevant vocational competencies at least to the level being assessed, one person with all the assessment competencies listed in (i) or (ii), above and one or more persons who have the relevant vocational competencies at least to the level being assessed may work


together to conduct the assessments.

Source: Appendix 2 – Training and Assessment Competencies to be held by Trainers and Assessors - Users’ Guide to the Essential Conditions and Standards for Continuing Registration.

7 Delivery7.1 Delivery mode

The flexible structure of this course enables it to be customised for delivery in a range of contexts to meet the needs of any target group.

A range of delivery modes is possible and will vary according to the nature of the learner group, local community and industry needs and availability of resources. Institutes may also have the opportunity to utilise Interactive Distance learning (IDL)

Delivery modes may include: on the job workplace delivery simulated delivery blended delivery self-paced (facilitated) delivery distance / on line delivery face to face delivery flexible delivery.

Many learners who enrol in this course may be dependent learners. In their previous learning experiences they may have been reliant on assistance, from other learners, friends and relatives, and/or the teacher. For such learners, face-to-face delivery may be the most successful mode of delivery until independent learning skills are developed.

In some cases, learners can only access education and training through distance delivery. Where this is the case, learners may need extra support to manage the delivery mode and to increase independent learning skills.

Some modes of delivery may not be appropriate for different groups of learners/individual learners and will not meet their needs. For example, distance or flexible delivery may not be appropriate for some learners.

Integrated delivery within this courseThere are discreet units of competency in this course covering literacy, numeracy, learning, planning, goal setting, technology and other skill sets mapped to the employability skills. Literacy and numeracy skills underpin vocational, generic, employability and learning to learn competencies and should be delivered in an integrated and holistic way.

Integrated delivery within a Training Package qualificationUnits in this course may be included in Training Package qualifications under the new flexible packaging rule to support


http://www.training.com.au/documents/Dezem_100610%20User%20guide%20for%20continuing%20registration_280610_1555%20_%20FINAL%20FOR%20WEBSITE%2029%20JUNE.pdf



integrated delivery and assessment of core skills.

Access and Equity and Reasonable AdjustmentEquity principles must be incorporated in the development and implementation of all qualifications. These principles recognise the need for participation from people from all backgrounds (including Aboriginal and Torres Strait Islander people, people with disabilities, women, people from a language background other than English, youth and people from low socio-economic backgrounds).The delivery of this course should be adjusted to incorporate equity principles, including the principle of reasonable adjustment. Adjustments may include:

content presentation and sequence providing extra practice time to acquire skills using adaptive technology resources and learning materials learner support.

Equity principles and the principle of reasonable adjustment are generally achieved through a combination of good teaching practice and, where necessary, additional arrangements.

7.2 Resources Specialised Facilities and EquipmentAccess to computers, as relevant.

Vocational Competency Requirements for Trainers Vocational competency is defined as broad industry knowledge and experience, usually combined with a relevant industry qualification. A person who has vocational competency will be familiar with the content of the vocation and will have relevant current experience in the industry. Vocational competency must be considered on an industry-by-industry basis and with reference to the guidance provided in the Assessment Guidelines of the relevant Training Package.As a minimum, all trainers/assessors must meet the qualification requirements detailed in the AQTF 2010 Standards or equivalent.

Note - A person with a qualification in a vocational area that is different from the course in which the unit of competency is delivered may meet the requirements to deliver the unit of competency.

As a guide, appropriate vocational qualifications for this course include the following, depending on the unit being delivered:

completion of a degree in adult literacy and/or numeracy teaching or the appropriate area relevant to the unit of competency

OR completion of a post graduate qualification in adult

literacy and/or numeracy teaching or the appropriate area


relevant to the unit of competencyOR

equivalent qualification that will provide a teacher/trainer with skills and knowledge (or units of competency) to deliver and conduct assessment in this qualification.

RELEVANT EXPERIENCETeachers/trainers must be able to demonstrate a broad perspective and depth of understanding of the vocational area based on current and relevant experience in the industry or community sector. Usually, this will be a minimum of three years experience gained no longer than five years previously. It may have been gained through employment, professional development, industry or community liaison, return to industry programs, community service or a combination of these and other relevant methods.

For this qualification, appropriate experience includes: teaching adults returning to study

or working with target group learners

or volunteer adult literacy and numeracy tutoring.

Note: In the case of the delivery of units of competency imported from Training Packages, refer to the specific training and assessment requirements from the Training Package.

Text and References:

Refer to the Course Implementation Guide.


8 Pathways and articulation

Pathways into this qualification include: Certificate I in Access to Work and Training Certificate I in Preparation for Work and Study

Pathways from this qualification include: Certificate III in Employment Education and Training Certificate III in Vocational and Study Pathways Certificates II and III in Vocational Training Package

courses

Articulation: Completion of this course may provide advanced standing in a range of Social Inclusion and Vocational Access Courses, depending on the electives successfully completed including:

Certificate II in Foundations for Vocational and Further Study

Certificate III in Employment, Education and Training Certificate III in Vocational and Study Pathways credit towards a range of Certificate II training package

qualifications, depending on the electives successfully completed.

9 Ongoing monitoring and evaluation

A Mid-Term Review is conducted at the mid-point of the accreditation period of this course. This process involves the review, monitoring and evaluation of a course, to evaluate its effectiveness and to advise on the continuing needs and requirements of industry and the community with specific consideration of changing technology.

Social Inclusion and Vocational Access Unit will monitor and evaluate the course during its period of accreditation or registration. It will collect information from a range of providers/stakeholders including teachers, learners, graduates, employers industry and community representatives, relevant ISCS on: general relevance of the program to the intended

vocational outcomes specific strengths of the course sections of the course that need to be reviewed or

strengthened suggestions for improvement appropriateness of entry requirements and selection

criteria appropriateness of assessment strategies need to address current industry developments and new

technologies monitoring changes to training packages where relevant monitoring lists of resources to ensure that the lists are up

to date, relevant and useful.


TAFE NSW Implementation RequirementsProponent to complete fields as applicable.

11 Course DataCourse DataTAFE NSW Course Number TBACourse(s) Replaced (if

applicable)Certificate II in Skills for Work and Training (9072)

Accreditation Date QSU to completeExpiry of Accreditation Date QSU to completeANZSIC Code 8432 ANZSCO Code GEN20Target Audience Code 11, 24, 1, 20

Vocational Training Order (VTO) Yes No

Graded Yes No

If graded, which units contribute to the grading(To add rows, place the cursor in the last column and press the Tab key, or you can delete rows.)

Unit code Title of unit of competency

22 Handbook InformationHandbook Information

Description of the Course including Target Audience

This course is for people who wish to access employment, education and training to:

enhance career opportunities and employment pathways;

develop communication skills for accessing and maintaining employment;

gain skills to retrain or enter the workforce with vocational competencies;


prepare for further education and training.

You can successfully achieve the course outcomes by participating in education and training through one or more of the following:

attending classes distance or online learning, workshops workplace and community based

activities.Career Opportunities When you complete this qualification you will

have access to enhanced employment opportunities and career choices as well as skills and knowledge to access further education in a range of vocational qualifications.

Articulation When you complete this course you will have advanced standing in a range of Social Inclusion and Vocational Access courses, depending on the electives successfully completed, including:

Certificate II in Foundations for Vocational and Further Study

Certificate III in Employment and Training Certificate III in Vocational and Study

Pathways You may also gain credit towards a range of Certificate II Training Package qualifications, depending on the electives successfully completed.This course will also provide the underpinning knowledge and skills for entry into qualifications in a range of industry areas, depending on electives selected.

Other training required to obtain recognition (e.g., licences)

n/a


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