web viewcertificate ii in skills for work and trainingb. course information. certificate ii in...

NEW SOUTH WALESTECHNICAL AND FURTHER EDUCATION COMMISSION

NSW Course Number: 9072

NSW Version Number: 6

Qualification Code: 91347NSW

______________________________

Certificate IIin

Skills for Work and Training______________________________

Accreditation Date: 15-Nov-2006

Expiry of Accreditation: 31-Dec-2011

SOCIAL INCLUSION & VOCAT ACCESS

VOCATIONAL ACCESS PROGRAM AREA

Certificate II in Skills for Work and TrainingA. General information

1. Proponent

NSW TAFE Commission - Social Inclusion & Vocat Access

2. Address

NSW TAFE Commission1 Oxford St, Darlinghurst NSW 2010

3. Contact details

Manager, Vocational AccessSocial Inclusion and Vocational Access Skills UnitPO Box 707Braodway, NSW 2007Ph (02) 9217 4293Fax (02) 9217 3918

4. Type of submission

4.1 Course submission type

Accreditation

5. Copyright information

Material in this course syllabus is the property of the State of NSW, Departmentof Education and Training, NSW TAFE Commission, Social Inclusion and VocationalAccess Skills Unit copyright, and subject to the provisions of the Copyright Act1968.

A licence is required to: - 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.

Not all of the units of competency associated with this course may be State ofN.S.W. copyright. For information about the copyright and licensing ofparticular units of competency refer to the specific unit of competencydocumentation.

6. Course licensing and franchise arrangements

Licensing and franchising arrangements should be negotiated with the copyrightowner.

5/05/23 Status: Approved(C)2011 NSW TAFE Commission - Social Inclusion & Vocat Access - Vocational Access Program Area unless otherwise indicated in point 5 in part A

Certificate II in Skills for Work and TrainingA. General information

For information related to the licensing of the State of NSW, Department ofEducation and Training copyright materials, contact: Social Inclusion and Vocational Access Skills Unit PO Box 707 Broadway NSW 2007 Phone: (02) 9217 4293 Facsimile: (02) 9217 3918

7. Accreditation authority

TAFE NSW under delegation from VETAB

8. Classification information

ANZSCO Code: GEN20 Non-Industry Specific TrainingANZSIC Code: 8432 Technical and Further EducationField of Education: 120599 Employment Skills ProgrammesNSW Course Number: 9072 Certificate II in Skills for Work and TrainingNSW Version Number: 6


Certificate II in Skills for Work and TrainingB. Course information

1. COURSE NAME AND QUALIFICATION

1.1 Course qualification and name

Certificate II in Skills for Work and Training

1.2 Nominal duration: 340 hours The hours for this course and the units of competency within it are onlyindicative. Total hours will depend on the target group and the electiveschosen.

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

2. COURSE DEVELOPMENT

2.1 Industry and market needs

TAFE NSW Access Employment, Education and Training (AEET) Framework-------------------------------------------------------------------This course is part of the TAFE NSW Access Employment, Education and Training(AEET) Framework to provide accredited courses at AQF 1 to 3 that enable accessto employment, education and training. The Framework is developed according toTraining Package requirements and as such comprises Competency Standards,Assessment Guidelines and a Qualifications Framework. The TAFE NSW AccessEmployment, Education and Training (AEET) Framework is a response to nationaland international research on the importance of Employability Skills.Qualifications in the Framework contain Units of Competency clustered accordingto the Employability Skills Framework proposed by the Business Council ofAustralia (BCA) and the Australian Chamber of Commerce and Industry (ACCI), theuse of which has been endorsed by the National Training Quality Council (NTQC).

This Certificate II in Skills for Work and Training specifically addresses theseEmployability Skills.

The AEET Framework is designed to meet the needs of people needing to accesspathways to vocational and further education and include the following SocialInclusion and Vocational Access Skills Unit target groups: Aboriginal people language background other than English (LBOTE) mature aged people people Aged 20 - 24: people seeking career change or skills enhancement people seeking paid or unpaid work people with disability second chance learners women Youth at Risk people living in rural, regional and remote areas.

The development of AEET qualifications is based on extensive consultations with



internal and external industry and community stakeholders in NSW and otherstates, institute customers and a National Network of TAFE Leaders in Access andGeneral Education. The new suite of qualifications will replace a number ofmodule based courses that had similar outcomes. These new qualifications willprovide flexibility for Institute delivery and enhance the range of outcomes forlearners accessing employment or further study.

Background to the Development of the AEET Framework---------------------------------------------------

Employability Skills--------------------Industry consultation as well as national and international research hasproduced a particular focus on the importance of Employability Skills since therelease in March 2002 of the paper Employability Skills for the Future. Thispaper and subsequent work, sponsored by BCA and ACCI, have resulted in thedevelopment of a proposed Employability Skills Framework, the use of which hasbeen endorsed by the National Training Quality Council (NTQC).

In Australia, the High Level Review of Training Packages (2004) found that theincorporation of generic/employability skills is one of the most significantdesign issues for Training Packages.

Target Groups-------------The NSW VET Plan 2006 - 2008 identifies key targets under the BilateralAgreement between the State and Federal Governments' Council of AustralianGovernments (COAG). Three Commonwealth targets that are likely to requireincreased effort are: * enrolments by 45 to 64 year olds * enrolments by 20 to 24 year olds * Indigenous enrolments at Certificate III and above.

To achieve these targets there is a need to provide flexible training andcontextualised recognition to attract the diversity of students from within thethree target groups. Customised recognition, skills set training and packagingof units of competencies to address specific needs and skills gaps were seen ascritical, particularly for existing workers. Visible links between training andemployment opportunities are critical to the development of qualifications inAccess and General education.

Skills Shortage Areas---------------------The current National Industry Skills Report (Department of Education, Scienceand Training May 2006) highlights industry areas with reported skills shortagesin areas such as agrifood, child care, residential aged care, construction,refrigeration and air conditioning mechanics and electrical trades,hairdressing, and real estate. As potential learners are located to fill theseskills shortages they may have a range of employability skills or pre employmenttraining requirements that will need to be addressed. For this to occur coursesneed to be flexible and enable the achievement of identified industry andemployability competencies to provide pathways into the specific industryareas.

Proposed strategies identified in the National Industry Skills Report(Department of Education, Science and Training May 2006) to address SkillingAustralia's Workforce (SAW) Legislation 2005 include: * increasing the number of prevocational courses as pathways to enter industries * establish new ways to recognise and record skills, training and



qualifications * increase flexible delivery modes to meet the needs of small and medium enterprises, part time casual and seasonal workers and those at rural and remote locations * improve development and delivery of short courses to meet industry needs * enable individuals to acquire cultural and language skills as well as the ability to manage diversity * supporting individuals to assume greater responsibility for own training and career development * increasing enrolments in higher qualifications

The Employment and Workplace Legislation Amendment (Welfare to Work) Bill 2005and the Family and Community Services Legislation Amendment (Welfare to Work)Bill 2005 have set in place new arrangements for sole parents, people withdisabilities, long-termed unemployed and mature age unemployed. The suite ofcourses at AQF 1 to 3, of which this one, provides a vehicle that will supportpeople affected by this legislation to develop the skills they need to enter orre-enter the workforce.

Research strongly supports the provision of Access and General Education(A&GE) qualifications in TAFE NSW as employability skills developed are seennationally as critical to effective business operations, social cohesion andmeaningful employment. The research identifies that A&GE qualifications providea range of pathways to work, further education, vocational training andRecognition of Current Competency (RCC) in a supportive environment.

The AEET Framework is developed on the same principles as a Training Package andcontains the same components as a Training Package; Competency Standards,Assessment Guidelines and Qualifications Framework.

The move from accredited modular based courses to a framework of units ofcompetency: * demonstrates a commitment to the Training Package philosophy and unit based enrolment in TAFE NSW * provides a consistent and transparent process for course development and delivery for all mainstream TAFE learners including those from A&GE target groups * provides benchmarks for mutual recognition and Recognition of Prior Learning (RPL) of units of competency.

The qualifications will include: * existing national units of competency * TAFE NSW units of competency addressing employability skills and informed by existing curriculum * TAFE NSW units of competency related to the skills and knowledge needed for the new qualifications and for identified target groups.

The structures and content of the qualifications have been informed and reviewedby the AEET Reference Group, TAFE NSW Institutes, TAFE NSW Equity Units,Aboriginal Education Training Directorate, National Network of Leaders in Accessand General Education and Peak industry and community groups for Access andGeneral Education.

Research strongly supports the provision of Access and General Educationqualifications in TAFE NSW, as the skills developed are seen nationally ascritical to effective business operations, social cohesion and meaningfulemployment. The research identifies that Access and General Educationqualifications provide a range of pathways to further education, vocationaltraining and community capacity building.

The development of this qualification, as part of the AEET Framework, was



informed by extensive consultations with internal and external stakeholders inNSW and other states and with a National Reference Group, in keeping with theprinciples of Training Package development.

Consultation and communication with internal and external stakeholders wasimplemented and maintained throughout the duration of the project. Thisprovided ongoing information for the review and refinement of the units ofcompetency. The Social Inclusion and Vocational Access Skills Unit personnelconsulted extensively internally and externally on each stage of the project.

Consultations provided an opportunity to gain widespread support for thecompetency standards, qualifications and assessment guidelines.

Feedback from these consultations identified that the qualifications need toenable Institutes to meet current and emerging needs of individuals andcommunities. The qualifications meet these needs by providing: * flexibility * multiple pathways * contextualisation.

Consultations identified that 'badged' courses may not be in the bestinterests of learners since such qualifications can be perceived as lessrigorous in the market place and may therefore create barriers for learnersseeking work or recognition. The new suite of qualifications will replaceexisting courses and add capacity for Institutes to respond to emerging markets.

Consultation with Stakeholders------------------------------The development of this course, as part of the AEET Framework, was informed byextensive consultations with the following internal and external stakeholders,in keeping with the principles of Training Package development: * AEET Framework National Reference Group: o Institute Director, TAFE NSW South Western Sydney Institute o General Manager, TAFE NSW Business o Director, TAFE NSW Social Inclusion and Vocational Access Skills Unit o Chief Executive Officer, Innovation and Business Skills Australia o Chief Executive Officer, Manufacturing Skills Australia o Federal TAFE President, Australian Education Union o Secretary, TAFE Teachers' Association o Equity Representative, National Quality Council o Director, Victorian Qualifications Authority o Associate Director, TAFE NSW Primary Industries and Natural Resources Curriculum Centre o Director, Community and Migrant Education, NSW Department of Education and Training o Dean of Studies, General Education, TAFE NSW Illawarra Institute o Vice-President, NSW Adult Literacy and Numeracy Council o Product Manager, Product Services and General Education, Product Research and Development, Open Learning Institute, TAFE Queensland o A/Associate Director, TAFE NSW Equity Strategy and Programs * National network of TAFE leaders in Access and General Education: o Director, Social Inclusion and Vocational Access Skills Unit, TAFE NSW o Senior Consultant, Product Services, TAFE Queensland o Product Manager for Creative Industries, IT & GE, TAFE Queensland o Senior Project Officer, Education Services & Programs, DFEEST, South Australia o Curriculum Officer, Curriculum Support Services Network, Challenger TAFE, Western Australia o Director, School of Social Sciences, Chisholm TAFE, Victoria



o Dean of Communication & Community Services, CIT, ACT o Coordinator VET Programs, Centre of Access & ESL, Charles Darwin University, Northern Territory o Pathway Manager, Institute of TAFE, Tasmania * TAFE NSW Institute Faculty Directors * TAFE NSW Deans of Studies * TAFE NSW Multicultural Education Unit * Directors of Studies, TAFE NSW ELICOS Centres * TAFE NSW Head Teachers and teaching staff.

Detailed information about the industry and community consultations for newqualifications within the AEET Framework Project is available from TAFE NSWSocial Inclusion and Vocational Access Skills Unit Intranethttp://esd.tafensw.edu.au/2384/development/currimp.htm#prodev

2.2 Review for re-accreditation

This qualification will replace module based Certificate and Statement ofAttainment Qualifications that addressed generic as well as identified targetgroup needs. Consultation conducted as part of the development of the AEETFramework identified that the philosophy, intent and outcomes of the followingcourses and statement of attainment will be achieved through the Certificate IIin Skills for Work and Training: * Certificate II in Communication Skills * Certificate II in Career Education and Employment for Women * Statement of Attainment in Communication Skills

The AEET Framework review identified that the existing module based courseshad overlapping content and duplication of outcomes. They offered limitedflexibility and capacity to respond to local needs and changing contexts.

The development of AEET qualifications is based on extensive consultations withinternal and external industry and community stakeholders in NSW and otherstates, institute customers, equity units and the National Network of TAFELeaders in Access and General Education. This qualification is part of a suiteof qualifications that will provide flexibility for Institute delivery andenhance the range of outcomes for learners accessing employment, education andtraining.

The review also identified the need for qualifications previously offered to atarget group at a single level to be available across AQF levels 1 to 3 toprovide greater flexibility. The need and demand for the provision of women'scourses was part of the extensive AEET project consultation. In addition,consultations were also conducted via State-wide Women Strategy Officers and theTAFE Women's Advisory Group.

Skilling Australia's Workforce and Welfare to Work, identified the need foreducation and training to address skills gaps, retraining needs andemployability skills. This requires qualifications that have the capacity toprovide a broad range of vocational units of competency that can be combinedwith units of competency that address employability skills to help learners toachieve realistic employment outcomes.

The Certificate II in Skills for Work and Training has a flexible structure thatenables customisation for delivery to a range of learners as well as specifictarget groups. Relevant units of competency within the qualification can beselected and clustered to create a local program to address local target groupneeds. It can be locally 'badged' and marketed to support emerging Institutedelivery practices that respond to local needs for all learners including:



* Aboriginal people * language background other than English (LBOTE) * mature aged people * people Aged 20 - 24: * people seeking career change or skills enhancement * people seeking paid or unpaid work * people with disability * second chance learners * women * Youth at Risk * people living in rural, regional and remote areas.

Units of competency specifically addressing the needs of women have beenincluded in the course structure to enable training organisations to packagesuitable programs to meet the needs of groups of women wishing to retrain oraccess further study.

The key findings of Aboriginal Access Courses Need and Demand Report identifiedthat the outcome of the proposed new qualification for Aboriginal people(Certificate II in Aboriginal Studies) can be met in this qualification. This isthe result of consultation undertaken by Access and General Education CurriculumCentre and the Aboriginal Education and Training Directorate.

The flexible structure, target groups and delivery contexts possible in thisqualification reflect advice received during consultation with Institutes. Thisqualification responds to emerging practices in Institutes to customise, brandand market qualifications for specific target groups and local needs.

Consultation with TAFE NSW Curriculum Centres has identified appropriatenationally endorsed units of competency which have valid standing within thisqualification and may be used for recognition into other qualifications.

Transition Arrangements-----------------------This course replaces the: * Certificate II in Communication Skills - 9591 * Certificate II in Career Education and Employment for Women - 4196 * Statement of Attainment in Communication Skills - 9595

It will not be possible to enrol new students in the old courses from 1 January2007. Students currently enrolled may either continue in the old course orenrol in the new qualification carrying advanced standing for modules they havecompleted that map to units of competency in the new qualification, depending oncircumstances in Institutes.

3. COURSE OUTCOMES

3.1 Course outcomes

This course provides a pathway to work, community participation, and furthereducation and training (eg. Year 10 equivalent CGVE, Certificate III inEmployment, Education and Training, and training package qualifications). It mayalso be contextualised for overseas qualified professionals seeking developmentor consolidation of employability skills in English within a vocational context.

Learners will develop a defined range of skills and knowledge to achieve thefollowing key course outcomes:



* enhance job opportunities and employment pathways * develop communication skills for accessing and maintaining employment * enhance community participation * contribute effectively to a diverse society * identify RPL opportunities for work and life experiences.

In addition, depending on electives chosen, learners will achieve one or more ofthe following outcomes: * gain skills to retrain or enter the workforce with vocational competencies at AQF level 2 * provide articulation into further education and training at AQF levels 2 and 3 * develop team skills while working with people in a group, in a multicultural context and using written and spoken skills * identify realistic education/employment options and appropriate educational pathways * develop a core of employability and vocational skills and relevant experience to achieve chosen options and develop self confidence * identify further education and training pathways in a variety of education areas.

The structure of this qualification enables customisation for delivery tospecific target groups and can be locally 'badged' and marketed to one or moreidentified groups eg Aboriginal people, mature aged workers, people withlanguage background other than English (LBOTE), people seeking career change orskills enhancement, people seeking paid or unpaid work, people with disability,second chance learners, women, Youth at Risk.

The course structure includes: * units of competency addressing the full range of employability skills based on TAFE NSW developed units from the AEET Framework. These units of competency can be identified by a TAFE NSW code with the prefix NSWT. The units of competency can be contextualised to meet the needs of learners. Units of competency at levels 1 and 3 have been included for bridging and enhancement of skills where required in delivery * units of competency relating to employability skills from current training package qualifications. These units can be identified by their Training Package Code. * vocational units of competency from current training package qualifications, to help learners achieve course outcomes.

3.2 Competency standards

No nationally endorsed competency standards exist for Access and GeneralEducation. However in creating this qualification national units of competencyfrom a range of Training Packages have been included in the structure or haveinformed the development of AEET Framework units of competency.

The qualification contains TAFE NSW units of competency developed by SocialInclusion and Vocational Access Skills Unit as part of the Access Employment Eduand Training (AEET) Framework and in accordance with the current TrainingPackage Development Handbook.

National units of competency relating to employability skills have beenincorporated where their delivery and assessment requirements are appropriatefor the contexts in which qualification will be delivered. Other national unitsof competency have informed the development of TAFE NSW employability skillsunits of competency, to provide a learning pathway that will enable learners toachieve national units of competency. The NSW units of competency will build a



pathway to the related national units of competency and Training Packagequalifications.

When learners complete units of competency from Training Packages, they willachieve credit transfer/advanced standing into Training Package qualificationsin which the units of competency are included. Advice on appropriate clusteringof units of competency is provided in the AEET Framework Implementation Guide.

Information on mapping of TAFE NSW developed units of competency to nationalunits of competency and articulation pathways to training packagequalifications, will be detailed in AEET Framework Implementation Guidelines.

The units of competency comprising the AEET Framework were developed by: - rationalising existing module stock - identifying gaps in existing stock - identifying duplication in proposed units of competency - clustering like units of competency in order to establish scaffolding of competencies and to identify overlap.

A profile of each proposed unit of competency was then documented whichindicated its proposed title, description, content and scope, and itsrelationship to current and proposed stock or to any nationally endorsed unitof competency.

To ensure consistency in standards across the language and literacy relatedunits of competency, their development was informed by and content aligned withthe National Reporting System (NRS) indicators of competence.

3.3 General competencies

Employability Skills are built into all workplace, further study and communitycapacity building competencies. Trainers and assessors should ensure that theyare addressed in training and assessment.

The Employability skills applicable to this course are outlined below:

1. National Employability Skills

Communication-------------that contributes to productive and harmonious relations between employees andcustomers.

Learners will develop oral and written communication skills appropriate to aworkplace, community or education context.

Examples of application in the following units:

BSBCMM201A - Communicate in the workplace BSBCUS201A - Deliver a service to customers NSWTSPG203B - Deliver an informal presentation NSWTWTG201B - Write routine work related texts

Teamwork--------that contributes to productive working relationships and outcomes.



Learners will develop skills and knowledge to participate effectively in a teamin a workplace, community or education context.


NSWTINT201B - Provide leadership in routine contexts NSWTTMW201B - Participate in a team

Problem solving---------------that contributes to productive outcomes.

Learners will develop skills and knowledge to use problem solving strategies ina workplace, community or education context.


BSBCUS201A - Deliver a service to customers NSWTABL201B - Investigate Aboriginal issues NSWTPBL101B - Use basic problem solving strategies

Initiative and enterprise-------------------------that contribute to innovative outcomes.

Learners will develop skills and knowledge to identify and implement workplaceroles and responsibilities and develop knowledge of work practices.


NSWTINT201B - Provide leadership in routine contexts NSWTINT203B - Identify workplace rights and responsibilities NSWTWMN201B - Examine and report on the changing role of women

Planning and organising-----------------------that contribute to long-term and short-term strategic planning.

Learners will develop skills and knowledge to plan, prepare and participate inactivities in a work, education or community context.


NSWTPLG201B - Source and organise information for a purpose NSWTPLG203B - Identify work placement opportunities in industry and the community NSWTPLG202B - Participate effectively in an informal meeting

Self-management---------------that contributes to employee satisfaction and growth.

Learners will develop skills and knowledge to enhance their ability to managetheir personal, work, community or education needs.




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 companyoperations and outcomes.

Learners will develop skills and knowledge to participate in education andtraining and identify learning goals.


NSWTLRN201B - Develop and implement plan for education and employment NSWTLRN202B - Devise strategies for own learning NSWTLRN204B - Use research and revision skills

Technology----------that contributes to effective execution of tasks.

Learners will develop skills and knowledge to use technology to develop a rangeof written and oral communication skills in a work, community or educationcontext.


NSWTTCH201B - Read and respond to text in digital and online contexts NSWTTCH202B - Communicate using emerging technologies

2. The following additional Employability Skills have been identified by SocialInclusion and Vocational Access Skills Unit, TAFE NSW as apart of the AccessEmployment and Education Training (AEET) Framework project.

Personal safety and security----------------------------that contributes to an awareness of personal safety and security.

Learners will develop skills and knowledge to take responsibility for personalsafety and security that meets their needs within a workplace, community oreducation context.


BSBCMN211A - Participate in workplace safety procedures 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 respectfor the rights and needs of others in a workplace, community or educationcontext.




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 socialcapital.

Learners will develop skills and knowledge to contribute effectively to adiverse society in a workplace, community or education context.


NSWTABL202B - Apply general understanding of Aboriginal cultures and communities NSWTCOM212B - Use intercultural communication skills NSWTSPG204B - Communicate cultural diversity through stories NSWTSUS201B - Engage in a socially diverse environment in a range of diverse contexts.

3.4 Recognition given to course

Not applicable.

3.5 Licensing and regulatory requirements

Not applicable.

4. COURSE STRUCTURE

4.1 Outline of course structure

To achieve the award of Certificate II in Skills for Work and Training, thecore unit of competency from Group 1, at least one unit of competency from onesubgroup in Group 2 and at least 250 hours of elective units of competency mustbe completed. These may be chosen from Groups 2, 3, 6.

This course consists of six groups.

Group 1 contains a core unit of competency. This unit of competency must beachieved.

Group 2 contains five subgroups of units of competency clustered into groups ofEmployability Skills. At least one unit of competency in one subgroup must beachieved.

Group 3 contains additional elective units of competency which can be countedtowards course completion. Units of competency in this group include units fortarget groups and units addressing content/specialist skills and knowledge.

Group 4 contains bridging, AEET Level 1, units of competency. These units ofcompetency do not count towards course completion but learners may choose anyas required.



Group 5 contains enrichment, AEET Level 3, units of competency. These units ofcompetency do not count towards course completion but learners may choose any asrequired.

Group 6 contains vocational units of competency, clustered into a number ofsubgroups. These subgroups indicate clusters of units of competency that areappropriate for integrated and/or project based delivery with one or more unitsof competency from Groups 2 and 3, or for stand alone vocational study of one ormore units.These are additional electives which can be counted towards coursecompletion.

Group 997 contains units that are pre-requisites to elective units and do notcontribute towards course completion.

Learners who wish to achieve the NSW WorkCover approved Senior First AidCertificate need to enrol in HLTFA301B - Apply First Aid.

Overall, at least 250 hours of elective units of competency must be achievedfrom Groups 2, 3 and 6.

Learner support - Students requiring support to meet their learning goals willneed to co-enrol in the Learner Support Course (9999).

Course Elective Completion : At least 250 hours of elective module/units must be completed. These may be chosen from groups 2, 3, 6

Group 1 CORE All module/units must be completed

Module/Unit

Code

NationalModuleCode

Module/Unit Name NomHrs

NSWTCOM207B Demonstrate interpersonal communication skills 20

Group 2 AEET LEVEL 2 EMPLOYABILITY SKILLS 1 subgroup must be completed

Subgroup 1 COMMUNICATION AND TEAM SKILLS At least 1 module/unit must be completed

Module/Unit

Code

NationalModuleCode


BSBCMM201A Communicate in the workplace 20 BSBCUS201A Deliver a service to customers 30 CUECOR02B Work with others 24

NSWTCOM201A Prepare & orally deliver stories for a purpose 30 NSWTCOM202A Document and communicate personal and community stories 40 NSWTCOM205B Plan and participate in a team presentation 20 NSWTCOM206B Record routine written information 20 NSWTCOM210B Analyse different views/attitudes/perspectives presented in the

media 20

NSWTCOM211B Use strategies to transform personal conflict 20 NSWTCOM212B Use intercultural communication skills 20



Module/Unit

Code

NationalModuleCode


NSWTCOM213B Use negotiation skills in routine contexts 20 NSWTCOM214B Communicate with customers in a range of contexts 20 NSWTESL209A Use a limited range of English language speaking skills relevant

to a specific vocational area 20

NSWTESL210A Use a limited range of English language listening skills relevant to a specific vocational area

20

NSWTESL211A Use a limited range of English language reading skills relevant to a specific vocational area

20

NSWTESL212A Use a limited range of English language writing skills relevant to a specific vocational area

20

NSWTESL213A Identify a variety of English pronunciation features 40 NSWTESL214A Use English to participate in workplace spoken exchanges 54 NSWTESL215A Listen and respond to English texts in the workplace 54 NSWTESL216A Read and respond to English texts in the workplace 54 NSWTESL217A Use English to write workplace texts 54 NSWTLSG201B Listen and respond in a range of contexts 20 NSWTRDG201B Read and respond to routine texts 20 NSWTSPG201B Speak effectively in a range of contexts 20 NSWTSPG202B Give and respond to instructions in a range of contexts 20 NSWTSPG203B Deliver an informal presentation 20 NSWTSPG204B Communicate cultural diversity through stories 30

NSWTTMW201B Participate in a team 20 NSWTWTG201B Write routine work related texts 20 NSWTWTG202B Communicate information using visual techniques 20

Subgroup 2 PROBLEM SOLVING AND SELF MANAGEMENT SKILLS At least 1 module/unit must be completed

Module/Unit

Code

NationalModuleCode


BSBOHS201A Participate in OHS processes 20 NSWTCOM208B Organise and complete a job application and interview 20 NSWTCOM210B Analyse different views/attitudes/perspectives presented in the

media 20

NSWTMTH209B Manage everyday financial decisions 36 NSWTSFM101B Use effective personal presentation skills 20 NSWTSFM111B Prepare for skills recognition 30 NSWTSFM201B Use self advocacy skills 30 NSWTSFM202B Participate in work experience 30 NSWTSFM203B Evaluate work experience 20 NSWTSFM206B Devise strategies for living in Australia 20 NSWTSFM207B Evaluate strategies for living in Australia 20 NSWTSFM208B Identify strategies to build self esteem and personal

effectiveness 20

Subgroup 3 PLANNING AND ORGANISING AND LEARNING SKILLS At least 1 module/unit must be completed



Module/Unit

Code

NationalModuleCode


BSBWOR202A Organise and complete daily work activities 20 NSWTCOM204A Research Aboriginal people and the media 25 NSWTCOM209B Conduct a simple project 25 NSWTLRN201B Develop and implement plan for education and employment 20 NSWTLRN202B Devise strategies for own learning 6 NSWTLRN203B Interpret information for study purposes 10 NSWTLRN204B Use research and revision skills 10 NSWTMTH211B Apply a range of mathematical problem solving strategies 18 NSWTPLG201B Source and organise information for a purpose 20 NSWTPLG202B Participate effectively in an informal meeting 20 NSWTPLG203B Identify work placement opportunities in industry and the

community 20

NSWTPLG204B Investigate work and training practices in industry and the community

30

Subgroup 4 TECNOLOGY SKILLS AND INITIATIVE & ENTERPRISE SKILLS At least 1 module/unit must be completed

Module/Unit

Code

NationalModuleCode


BSBINN201A Contribute to workplace innovation 35 NSWTINT201B Provide leadership in routine contexts 20 NSWTINT202B Work with a mentor 30 NSWTINT203B Identify workplace rights and responsibilities 20 NSWTTCH201B Read and respond to text in digital and online contexts 20 NSWTTCH202B Communicate using emerging technologies 20 NSWTTCH203B Use emerging technology to search and apply for a job 20

Subgroup 5 AEET FRAMEWORK DEVELOPED EMPLOYABILITY SKILLS At least 1 module/unit must be completed

Module/Unit

Code

NationalModuleCode


NSWTCOM203A Demonstrate awareness of cultural protocols for communicating with an Aboriginal community

25

NSWTETH201B Operate in a diverse study environment 10 NSWTETH202B Access support services in a diverse study environment 10 NSWTETH204A Identify ethical issues in the workplace 20 NSWTPSS201B Maintain personal safety and security 20 NSWTSUS115A Investigate environmentally sustainable practices in a range of

contexts 10

NSWTSUS201B Engage with a socially diverse environment in a range of diverse contexts

20

NSWTSUS202B Investigate the principles of ecosystems and sustainability 25 NSWTSUS203B Investigate community action to contribute to sustainability 20

Group 3 CONTENT/SPECIALIST UNITS OF COMPETENCY These are additional electives which can be counted towards course completion



Module/Unit

Code

NationalModuleCode


NSWTABL101B Provide information on Aboriginal cultural values 30 NSWTABL201B Investigate Aboriginal issues 30 NSWTABL202B Apply general understanding of Aboriginal cultures and

communities 36

NSWTABL205A Investigate the legal system in an Aboriginal context 30 NSWTABL301B Apply strategies to assert own Aboriginal identity 36 NSWTDTY103B Access adaptive technology 30 NSWTEGL201B Write personal texts in literary forms 18 NSWTEGL202B Conduct a simple investigation 18 NSWTEGL205B Report on an extended investigation 18 NSWTEMP301A Prepare for the enrolled nursing entrance test 30 NSWTHMN201B Identify own role as member of a community 18 NSWTHMN202B Plan to participate in a local community 36 NSWTHMN210B Apply consumer information 36 NSWTHMN211B Investigate employment and business issues in Australia 18 NSWTHMN212B Investigate the role of the legal system in Australia 18 NSWTHMN213B Investigate the political process in Australia 18 NSWTHMN215A Recognise the influence of multiculturalism on Australian

Society 18

NSWTLNG213B Use basic signed English to participate in a limited range of everyday exchanges

48

NSWTLNG214B Use signed English to participate in routine information exchanges

36

NSWTLNG215B Prepare for engagement with deaf or hearing impaired people 24 NSWTMTH201B Use rational number skills 18 NSWTMTH202B Solve basic measurement problems 18 NSWTMTH204B Use data handling in a range of contexts 9 NSWTMTH209B Manage everyday financial decisions 36 NSWTMTH211B Apply a range of mathematical problem solving strategies 18 NSWTSCN101B Work safely in a science learning environment 4 NSWTSCN201B Investigate the science of matter and electricity 18 NSWTSCN203B Investigate scientific aspects of occupational health 18 NSWTSCN208B Investigate the science of reproduction and reproductive health 18 NSWTSCN209B Investigate and report on a science issue in the media 18 NSWTSCN210B Investigate and report on the suitability of household products 18

NSWTWMN101B Plan strategies to access work and education for women 36 NSWTWMN102B Identify factors which impact on the lives of women 20 NSWTWMN201B Examine and report on the changing role of women 40

Group 4 AEET LEVEL 1 UNITS OF COMPETENCY BRIDGING UNITS

Module/Unit

Code

NationalModuleCode


BSBCMM101A Apply basic communication skills 20 BSBLED101A Plan skills development 20

NSWTABL102B Investigate local Aboriginal community issues 36 NSWTABL103B Present information on the impact of invasion and colonisation

of Australia 36

NSWTCOM101B Participate in small informal group discussions 20 NSWTCOM102B Communicate orally with others about routine matters 20



Module/Unit

Code

NationalModuleCode


NSWTCOM103B Investigate forms of communication media 30 NSWTCOM106B Use basic information literacy 20 NSWTCOM111B Respond to signs and sources of conflict in everyday contexts 20 NSWTCOM114B Communicate with customers about simple routine matters 20 NSWTDTY101B Identify own adaptive technology needs 10 NSWTDTY102B Plan to use adaptive technology 18 NSWTHMN101B Apply basic historical methods 40 NSWTINT101B Identify features and sources of effective leadership 20 NSWTINT102B Identify job opportunities 20 NSWTINT103B Develop a basic awareness of workplace practices 20 NSWTINT105B Support children in early literacy and numeracy development 20 NSWTLRN102B Formulate an initial learning plan 20 NSWTLRN103B Identify key areas for study purposes 10 NSWTLRN104B Identify link between current study and broader learning

environment 20

NSWTLRN105B Apply learning strategies at work 20 NSWTLRN107B Participate in the learning environment 20 NSWTLSG101B Listen and respond in everyday contexts 20 NSWTNMY109B Use number skills in familiar and some unfamiliar contexts 40 NSWTNMY110B Use measurement in familiar and some unfamiliar contexts 40 NSWTNMY112B Use data handling in familiar and some unfamiliar contexts 20 NSWTNMY113B Make informed personal financial decisions 40 NSWTNMY114B Manage personal financial aspects of work 40 NSWTNMY115B Use a basic calculator 18 NSWTNMY116B Apply a limited range of mathematical problem solving

strategies 20

NSWTPBL101B Use basic problem solving strategies 20 NSWTPLG101B Gather, organise and record information 20 NSWTPLG102B Organise a meeting 20 NSWTPLG103B Plan a short project 20 NSWTPLG104B Review a short project 20 NSWTPLG105B Carry out a short project 20 NSWTPLG106B Set realistic personal goals 20 NSWTPLG107A Plan for education and employment 20 NSWTPSS102B Apply safety awareness and literacy skills for driving 20 NSWTPSS103B Respond to common accidents 20 NSWTRDG104B Apply basic critical literacy skills 40 NSWTRDG105B Read and interpret a range of familiar texts 40 NSWTRDG106B Read and respond to short personally relevant texts 40 NSWTSFM102B Prepare and write job application documents 20 NSWTSFM103B Prepare for an interview 20 NSWTSFM104B Review education and training outcomes 4 NSWTSFM105B Identify job opportunities and training pathways 20 NSWTSFM106B Identify essential options for living in Australia 20 NSWTSFM107B Identify common issues related to living in Australia 20 NSWTSFM110B Access community service providers 20 NSWTSPG101B Speak clearly in everyday contexts 20 NSWTSPG102B Give and respond to instructions in everyday contexts 20 NSWTSUS101B Engage with a socially diverse environment in everyday

contexts 20

NSWTTCH101B Develop literacy using technology 20 NSWTTCH102B Apply skills to use emerging technology 20 NSWTTCH103B Use everyday technology 20 NSWTTCH104B Prepare to access the Internet 25 NSWTTCH106B Prepare for word processing 25



Module/Unit

Code

NationalModuleCode


NSWTTCH107B Prepare to use email 25 NSWTWTG102B Apply basic spelling strategies 30 NSWTWTG106B Write for creative purposes in a familiar context 40 NSWTWTG108B Write texts to convey information in everyday contexts 40

Group 5 AEET LEVEL 3 UNITS OF COMPETENCY These are enrichment modules/units and do not count towards course completion

Module/Unit

Code

NationalModuleCode


BSBDIV301A Work effectively with diversity 20 BSBWRT301A Write simple documents 30

NSWTABL302B Apply personal strategies to identify and address racist behaviour

36

NSWTCOM301B Develop communication skills for the media 25 NSWTCOM302A Research the Aboriginal Media Industry 25 NSWTCOM303A Analyse media representations of Aboriginal people 20 NSWTCOM304A Consult with an Aboriginal community to develop a product or

service. 20

NSWTCOM305A Apply appropriate protocols to research practice 25 NSWTCOM306B Write non-routine texts 20 NSWTCOM309B Conduct a routine interview 20 NSWTCOM310B Interpret media representations of contemporary issues and

people 20

NSWTCOM311B Apply knowledge of conflict resolution 20 NSWTCOM313B Apply negotiation skills in non-routine contexts 20 NSWTCOM314B Communicate to deliver quality customer service 20 NSWTCOM316B Identify and apply features of English grammar 30 NSWTCOM416A Facilitate non-violence and conflict resolution 20 NSWTEGL301B Apply language and learning skills 72 NSWTETH303B Research issues and concerns relevant to people with disability 30 NSWTETH304B Plan for effective interaction with people with disability 10 NSWTETH305B Provide information on reasonable adjustment and inclusive

practice 20

NSWTETH306B Plan actions to enhance provisions for people with disability 40 NSWTINT301B Provide leadership in structured contexts 20 NSWTINT302B Mentor individuals or groups 30 NSWTINT303B Respond effectively to change 20 NSWTLRN301B Draw conclusions from information for study purposes 10 NSWTMTH301B Evaluate algebraic expressions and solve equations 18 NSWTMTH302B Expand simplify and factorise algebraic expressions 18 NSWTMTH303B Use Pythagoras' Theorem and trigonometry to solve practical

problems 18

NSWTMTH304B Use coordinate geometry to investigate graphs 18 NSWTMTH305B Use technology to solve mathematical problems 18 NSWTMTH306B Use a range of problem solving strategies and report on

mathematical investigations 18

NSWTNMY302B Work with a numeracy learner 5 NSWTPLG301B Research information for a purpose 20 NSWTPLG302B Develop and implement a project 25 NSWTPLG303B Use conventional procedures to plan and conduct a meeting 20 NSWTRDG301B Read and respond to non-routine texts 20 NSWTSPG303B Prepare and deliver a formal presentation 20



Module/Unit

Code

NationalModuleCode


NSWTSUS302B Develop a personal action plan for environmental sustainability 20 NSWTTMW301B Apply team participation skills 20 NSWTWTG301B Write complex non-routine work related texts 20

Group 6 VOCATIONAL UNITS These are additional electives which can be counted towards course completion

Subgroup 1 BUSINESS ADMINISTRATION UNITS OF COMPETENCY These are additional electives which can be counted towards course completion

Module/Unit

Code

NationalModuleCode


BSBADM101A Use business equipment and resources 15 BSBFIA303A Process accounts payable and receivable 60 BSBIND201A Work effectively in a business environment 20 BSBINM201A Process and maintain workplace information 30 BSBITU102A Develop keyboard skills 30 BSBITU201A Produce simple word processed documents 40 BSBITU202A Create and use spreadsheets 25 BSBITU302A Create electronic presentations 20 BSBOHS201A Participate in OHS processes 20 BSBSMB301A Investigate micro business opportunities 30 BSBWOR204A Use business technology 20

Subgroup 2 BEAUTY UNITS OF COMPETENCY These are additional electives which can be counted towards course completion

Module/Unit

Code

NationalModuleCode


SIRXOHS001A Apply safe working practices 15 SIRXSLS001A Sell products and services 20 WRBCS203B Provide service to clients 30 WRBCS204A Apply knowledge of nail science to nail services 15 WRBFS202B Design and apply make-up 40 WRHCS205A Follow personal health and safety routines at work 12 WRHHD201A Dry hair to shape 26

Subgroup 3 CHILD AND FAMILY SERVICES UNITS OF COMPETENCY These are additional electives which can be counted towards course completion

Module/Unit

Code

NationalModuleCode


CHCCHILD401A Identify and respond to children and young people at risk 22 CHCCN301A Ensure health and safety of children 40



Module/Unit

Code

NationalModuleCode


CHCCN302A Provide care for children 38 CHCCN303A Contribute to provision of nutritionally balanced food in a safe

and hygienic manner 22

CHCCOM201C Communicate with people accessing the services of the organisation

20

CHCCS211A Prepare for work in the community sector 30 CHCORG201A Follow policies, procedures and programs of the organisation 15 CHCORG202C Work with others 18 CHCRF301D Work effectively with families to care for the child 18 HLTFA301B Apply first aid 15

HLTOHS200A Participate in OHS processes 20

Subgroup 4 VISUAL ARTS AND CONTEMPORARY CRAFT UNITS OF COMPETENCY These are additional electives which can be counted towards course completion

Module/Unit

Code

NationalModuleCode


BSBDES301A Explore the use of colour 40 BSBDES302A Explore and apply the creative design process to 2D forms 55 CUVCOR02B Develop and articulate concept for own work 18 CUVCOR03B Develop, refine and communicate concept for own work 18 CUVCOR07B Use drawing techniques to represent the object or idea 36 CUVCOR09B Select and apply drawing techniques and media to represent and

communicate the concept 27

CUVCOR11B Source information on history and theory and apply to own area of work

18

CUVCOR12B Review history and theory for application to artistic practice 36 CUVVSP14B Apply techniques to produce drawings 36 CUVVSP15B Produce drawings 72 CUVVSP34B Apply techniques to produce paintings 36 CUVVSP44B Apply techniques to produce prints 36 CUVVSP50B Apply techniques to produce sculpture 36 LMTCL2001B Use a sewing machine 12 LMTCL2003B Identify fibres and fabrics 18 LMTFD2001B Design and produce a simple garment 36 LMTFD2005B Identify design process for fashion designs 36 LMTGN2001B Follow defined OH&S policies and procedures 18 LMTGN2002B Apply quality standards 18

Subgroup 5 HORTICULTURE UNITS OF COMPETENCY These are additional electives which can be counted towards course completion

Module/Unit

Code

NationalModuleCode


RTC2012A Plant trees and shrubs 20 RTC2016A Recognise plants 20 RTC2026A Undertake propagation activities 20 RTC2209A Install, maintain and repair fencing 20 RTC2301A Undertake operational maintenance of machinery 30



Module/Unit

Code

NationalModuleCode


RTC2701A Follow OHS procedures 15 RTC2705A Work effectively in the industry 10 RTF2013A Pot-on plants 20 RTF2215A Assist with landscape construction work 30

Subgroup 6 INFORMATION TECHNOLOGY UNITS OF COMPETENCY These are additional electives which can be counted towards course completion

Module/Unit

Code

NationalModuleCode


ICAD2012B Design organisational documents using computing packages 35 ICAU1128B Operate a personal computer 15 ICAU1130B Operate a spreadsheet application 15 ICAU1132B Operate a presentation package 15 ICAU1133B Send and retrieve information using web browsers and email 15 ICAU2005B Operate computer hardware 25 ICAU2231B Use computer operating system 20 ICPMM263C Access and use the Internet 20

Subgroup 7 DESKTOP PUBLISHING UNITS OF COMPETENCY These are additional electives which can be counted towards course completion

Module/Unit

Code

NationalModuleCode


ICPMM321C Capture a digital image 50 ICPPP224C Produce pages using a page layout application 30 ICPPP225C Produce graphics using a graphics application 40

Subgroup 8 AUTOMOTIVE UNITS OF COMPETENCY These are additional electives which can be counted towards course completion

Module/Unit

Code

NationalModuleCode


9001B Automotive Project 2 24 AURC172003A Identify environmental regulations and best practice in a

workplace or business 4

AURC270103A Apply safe working practices 12 AURE218670A Service, maintain or replace batteries 4 AURP201570A Service engines and associated engine components (outdoor

power equipment) 24

AURT100064A Remove and tag engine system components 18 AURT270278A Use and maintain workplace tooling and equipment 30 AURV231649A Prepare vehicle/component/equipment for customer use 24

AURV231786AA Wash/clean vehicle body and door cavities 16 AURV231809BA Clean and finish vehicle interior trim and seats 20



Subgroup 9 ABORIGINAL ARTS UNITS OF COMPETENCY These are additional electives which can be counted towards course completion

Module/Unit

Code

NationalModuleCode


CUVCOR02B Develop and articulate concept for own work 18 CUVCOR07B Use drawing techniques to represent the object or idea 36 CUVPRP02B Develop understanding of own Aboriginal or Torres Strait

Islander identity 36

CUVVSP14B Apply techniques to produce drawings 36 CUVVSP34B Apply techniques to produce paintings 36

Subgroup 10 DESIGN UNITS OF COMPETENCY These are additional electives which can be counted towards course completion

Module/Unit

Code

NationalModuleCode


BSBDES301A Explore the use of colour 40 BSBDES302A Explore and apply the creative design process to 2D forms 55 CUVCOR08B Produce drawings to represent and communicate the concept 27 CUVDES04B Integrate colour theory and design processes in response to a

brief 40

ICAU2006C Operate computing packages 40 ICPSP270B Manually prepare and produce screen prints 30

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

Subgroup 11 COMMUNITY RECREATION UNITS OF COMPETENCY These are additional electives which can be counted towards course completion

Module/Unit

Code

NationalModuleCode


BSBCMN102A Complete daily work activities 15 BSBIND201A Work effectively in a business environment 20

BSBWOR203A Work effectively with others 15 SRCCAP002A Promote the benefits of healthy eating to participants 5 SRCCAP005A Perform warm-up stretching and cool-down techniques before

and after participation in an activity 10

SRCCRO002B Respond to clients at risk 5 SRFFIT006B Use and maintain core fitness industry equipment 10

SRSOGP002A Apply rules and regulations to conduct games and competitions 15 SRSSPT001A Implement injury prevention and apply basic sports first aid 12 SRXCAI001B Assist in preparing sport and recreation sessions for participants 10 SRXCAI002B Assist in conducting sport and recreation sessions for

participants 20

SRXEMR001A Respond to emergency situations 20



Module/Unit

Code

NationalModuleCode


SRXINU001A Develop knowledge of the sport and recreation industry 12

Subgroup 12 CONSTRUCTION AND TILING UNITS OF COMPETENCY These are additional electives which can be counted towards course completion

Module/Unit

Code

NationalModuleCode


CPCCCA2002A Use carpentry tools and equipment 36 CPCCCM1002A Work effectively and sustainably in the construction industry 12 CPCCCM1005A Carry out measurements and calculations 36 CPCCCM2001A Read and interpret plans and specifications 16 CPCCCM2004A Handle construction materials 40 CPCCCM2005A Use construction tools and equipment 40 CPCCCM2008A Erect and dismantle restricted height scaffolding 24 CPCCOHS1001A Work safely in the construction industry 6 CPCCOHS2001A Apply OHS requirements, policies and procedures in the

construction industry 16

CPCCVE1001A Undertake a basic construction project 40

Subgroup 13 LIVE PRODUCTION, THEATRE AND EVENTS UNITS OF COMPETENCY These are additional electives which can be counted towards course completion

Module/Unit

Code

NationalModuleCode


BSBOHS201A Participate in OHS processes 20 CUECOR03B Provide quality service to customers 27 CUSSOU01A Move and set up instruments and equipment 20

Subgroup 14 TOURISM UNITS OF COMPETENCY These are additional electives which can be counted towards course completion

Module/Unit

Code

NationalModuleCode


SITXCOM001A Work with colleagues and customers 20 SITXCOM004A Communicate on the telephone 5 SITXFIN001A Process financial transactions 15

Subgroup 15 HOSPITALITY UNITS OF COMPETENCY These are additional electives which can be counted towards course completion



Module/Unit

Code

NationalModuleCode


SITHACS006A Clean premises and equipment 45 SITHCCC001A Organise and prepare food 25 SITHCCC002A Present food 5 SITHCCC003A Receive and store kitchen supplies 6 SITHCCC004A Clean and maintain kitchen premises 6 SITHCCC005A Use basic methods of cookery 55 SITHCCC007A Prepare sandwiches 6 SITHFAB012A Prepare and serve espresso coffee 30 SITXCOM001A Work with colleagues and customers 20 SITXOHS001B Follow health, safety and security procedures 12 SITXOHS002A Follow workplace hygiene procedures 20

Subgroup 16 PAINTING AND DECORATING UNITS OF COMPETENCY These are additional electives which can be counted towards course completion

Module/Unit

Code

NationalModuleCode


CPCCCM2001A Read and interpret plans and specifications 16 CPCCOHS2001A Apply OHS requirements, policies and procedures in the


CPCCPD2001A Handle painting and decorating materials 40 CPCCPD2002A Use painting and decorating tools and equipment 40 CPCCPD3001A Prepare surfaces for painting 32 CPCCPD3002A Apply paint by brush and roller 64 CPCCVE1001A Undertake a basic construction project 40

Subgroup 17 CONCRETING UNITS OF COMPETENCY These are additional electives which can be counted towards course completion

Module/Unit

Code

NationalModuleCode


CPCCCO2004A Carry out concrete work 24 CPCCOHS2001A Apply OHS requirements, policies and procedures in the


CPCCVE1001A Undertake a basic construction project 40

Subgroup 18 AGED CARE UNITS OF COMPETENCY These are additional electives which can be counted towards course completion

Module/Unit

Code

NationalModuleCode


CHCAC317A Support older people to maintain their independence 22 CHCAC318A Work effectively with older people 40

CHCCOM302C Communicate appropriately with clients and colleagues 30 CHCICS302A Participate in the implementation of individualised plans 30



Module/Unit

Code

NationalModuleCode


CHCICS303A Support individual health and emotional well being 40 CHCOHS312A Follow safety procedures for direct care work 30 HLTAP301A Recognise healthy body systems in a health care context 50 HLTFA301B Apply first aid 15

Subgroup 19 RETAIL UNITS OF COMPETENCY These are additional electives which can be counted towards course completion

Module/Unit

Code

NationalModuleCode


BSBSLS301A Develop product knowledge 15 SIRXCCS001A Apply point-of-sale handling procedures 20 SIRXCCS002A Interact with customers 20 SIRXCLM001A Organise and maintain work areas 10 SIRXFIN001A Balance point-of-sale terminal 15 SIRXICT001A Operate retail technology 20 SIRXINV001A Perform stock control procedures 20 SIRXSLS001A Sell products and services 20 SIRXSLS002A Advise on products and services 20

Subgroup 20 COMMUNITY SERVICES UNITS OF COMPETENCY These are additional electives which can be counted towards course completion

Module/Unit

Code

NationalModuleCode


CHCAOD201D Prepare for alcohol and other drugs work 40 CHCCOM302C Communicate appropriately with clients and colleagues 30 CHCCS200D Deliver service to clients 40 CHCCS400A Work within a relevant legal and ethical framework 40 CHCINF302C Maintain the organisation's information systems 40 CHCOHS301A Participate in workplace safety procedures 20 CHCOHS312A Follow safety procedures for direct care work 30 CHCORG303A Participate effectively in the work environment 22 HLTHIR403B Work effectively with culturally diverse clients and co-workers 30 SITHFAB010B Prepare and serve non alcoholic beverages 20

Subgroup 21 OUTDOOR RECREATION UNITS OF COMPETENCY These are additional electives which can be counted towards course completion

Module/Unit

Code

NationalModuleCode


SROABN001A Demonstrate simple abseiling skills on natural surfaces 18 SROBWG001A Demonstrate bushwalking skills in tracked or easy untracked

areas 36



Module/Unit

Code

NationalModuleCode


SROCLA001A Demonstrate simple climbing skills on artificial surfaces 40 SROCNE001A Demonstrate simple canoeing skills 17 SRONAV001B Navigate in tracked or easy untracked areas 36 SROODR001A Apply basic outdoor recreation logistics 30 SROOPS001B Implement minimal environmental impact practices 15 SRXGRO001A Facilitate a group 15

Subgroup 22 COMMUNITY RADIO UNITS OF COMPETENCY These are additional electives which can be counted towards course completion

Module/Unit

Code

NationalModuleCode


CUFAIR201A Develop techniques for presenting information on radio 30 CUFRES201A Collect and organise content for broadcast or publication 20

Subgroup 23 ANIMAL CARE AND MANAGEMENT These are additional electives which can be counted towards course completion

Module/Unit

Code

NationalModuleCode


ACMGAS204A Feed and water animals 20 ACMGAS206A Provide basic first aid for animals 20

Subgroup 24 METAL FABRICATION UNITS OF COMPETENCY These are additional electives which can be counted towards course completion

Module/Unit

Code

NationalModuleCode


MEM05004C Perform routine oxy acetylene welding 18 MEM05007C Perform manual heating and thermal cutting 18 MEM05012C Perform routine manual metal arc welding 18 MEM05017D Weld using gas metal arc welding process 36 MEM05050B Perform routine gas metal arc welding 18 MEM05051A Select welding processes 18 MEM05052A Apply safe welding practices 36 MEM09002B Interpret technical drawing 36 MEM18001C Use hand tools 18 MEM18002B Use power tools/hand held operations 18

Subgroup 25 PLUMBING UNITS OF COMPETENCY These are additional electives which can be counted towards course completion



Module/Unit

Code

NationalModuleCode


CPCPCM2003A Carry out OHS requirements 36 CPCPCM2008A Cut and join sheet metal 8 CPCPCM2010A Mark out materials 20 CPCPRF2003A Collect and store roof water 6

Subgroup 26 SIGNAGE UNITS OF COMPETENCY These are additional electives which can be counted towards course completion

Module/Unit

Code

NationalModuleCode


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

Group 997 PRE-REQUISITES These are enrichment modules/units and do not count towards course completion

Module/Unit

Code

NationalModuleCode


MEM05050B Perform routine gas metal arc welding 18 MEM12023A Perform engineering measurements 45

4.2 Requirements to receive the qualification

To achieve the award of Certificate II in Skills for Work and Training, thecore unit of competency from Group 1, at least one unit of competency from onesubgroup in Group 2 and at least 250 hours of elective units of competency mustbe completed. These may be chosen from Groups 2,3, 6.

4.3 Exit points

4.4 On-job requirements

There are no formal workplace requirements for this qualification. Depending onthe delivery and assessment context and on the needs of the target group, someunits of competency selected for the qualification may have workplacerequirements.

4.5 Customisation

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. Although thecourse contains only one core unit of competency, units of competency relatingspecifically to a target group and/or to an identified range of skills andknowledge, can be packaged to achieve specific outcomes.

In general, all customisation must be consistent with the NTQC Guidelines forthe Customisation of Accredited Courses. Customisation of units will requiremeeting the relevant Training Package rules for customisation.

4.6 Entry requirements

Must be able to read,comprehend and discuss printed familiar information inEnglish and write simple statements in English and must have completed aCertificate I level course in vocational/technical/general vocational trainingor equivalent. PLEASE NOTE

Entry requirements are the minimum qualifications, attributes, skills and /orexperience that students must have to enter a course.

Selection criteria should be applied if demand exceeds the supply of places.

4.7 Recognition of prior learning

At enrolment, learners should be advised of the availability of Recognition ofPrior Learning (RPL) and be given appropriate support and assistance in thisprocess. Assistance should be offered to help learners develop a portfolio toseek RPL.

Learners should be given details of the evidence they need to provide to meetthe assessment requirements of the specific unit of competency for which theyare seeking RPL. (Refer to individual Unit of Competency for details.)

Prior skills and knowledge may have been obtained through: * formal training in Australia or overseas * work and/or life experience in industry and the community.

5. ASSESSMENT

5.1 Assessment strategy

IMPORTANT NOTE FOR INSTITUTES

Most Unit Guides comprising this course are Level 3 units which include fullydeveloped training and assessment strategies. TAFE NSW Institutes shouldrefer to each Unit Guide when finalising training and assessment strategiesfor the course as a whole.

It should be noted however, that training and assessment strategies have notbeen developed for Level 2 units. Institutes intending to offer Level 2 unitsmust hold appropriate training and assessment strategies in order to complywith the relevant AQTF 2007 Essential Standards for Registration.



General Assessment Information------------------------------The emphasis of assessment is on collection of sufficient evidence,teacher/trainer judgment and holistic assessment against unit of competencypurpose. 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 * competency standards that make up the qualification * needs of the target group/s to which the qualification is delivered * appropriate assessment methods that suit the needs of the target group/s.

Assessment must be contextualised to meet the needs of the particular context inwhich performance is being assessed. Assessment should only address thosevariable circumstances, listed in the Range Statement, which apply to the chosencontext.

Language, literacy and numeracy demands of assessment should not be greater thanthose required on the job.

An individual's access to the assessment process should not be adverselyaffected by restrictions placed on the location or context of assessment beyondthe requirements specified.

Reasonable adjustments can be made to ensure equity in assessment for peoplewith disabilities. Adjustments include any changes to the assessment process orcontext that meet the individual needs of the person with a disability, but donot change competency outcomes.

Such adjustments are considered 'reasonable' if they do not impose anunjustifiable hardship on a training provider or employer. When assessing peoplewith disabilities, assessors are encouraged to apply good practice assessmentmethods with sensitivity and flexibility.

NOTE: In the case of delivery and assessment of units of competency importedfrom Training Packages, see Unit Guides for specific requirements.

5.2 Assessment Methods and Tools--------------------------------Assessment methods------------------Assessment must be contextualised to meet the needs of the particular context inwhich performance is being assessed. Assessment should only address thosevariable circumstances, listed in the Range Statement, which apply to the chosencontext.

Assessment methods should closely reflect workplace demands (eg literacy) andthe needs of particular groups (eg people with disabilities, and people whomay have literacy or numeracy difficulties such as speakers of languages otherthan English, remote communities and those with interrupted schooling).

Assessment methods may vary according to the requirements of the units ofcompetency selected within the qualification. Refer to the units of competencyfor details.



This qualification can be assessed: * off the job * on the job * simulated * blended * distance * on-line.

Assessment may place in the classroom, in a community setting, in the workplaceor in a simulated workplace environment. Where relevant, assessment will beundertaken according to the requirements of the relevant training package.

Assessment may be conducted by: * teacher/trainer * internal and/or external assessor * panel assessment * peer assessment * self assessment.

Assessment tools----------------Assessment tools provide a means of collecting the evidence that assessors usein making judgments about whether candidates have achieved competency.

In all circumstances assessment tools need to include: * instructions for assessors * instructions for candidates * evidence collection methods/tools.

There is no set format or process for the design, production or development ofassessment tools. Assessors may use prepared assessment tools, such as thosespecifically developed to support the units of competency within thisqualification, or they may develop their own.

Using Prepared Assessment Tools-------------------------------If using prepared assessment tools, assessors should ensure these arebenchmarked, or mapped, against the current version of the relevant unit ofcompetency. This can be done by checking that the materials are listed in theUnit Guide. Materials on the list have been noted as meeting their qualitycriteria for support materials.

Developing Assessment Tools---------------------------When developing their own assessment tools, assessors must ensure that thetools: * are benchmarked against the relevant units of competency * are reviewed as part of the validation of assessment strategies as required AQTF 2007 Essential Standards for Registrations - Standard 1 * meet the assessment requirements expressed in the AQTF 2007 Essential Standards for Registration - Standard 1

Evidence Collection Methods---------------------------A broad range of evidence collection methods/tools are appropriate for thiscourse. Teachers/trainers need to make judgements about which tools areappropriate for a learner group and a given context, according to the assessmentrequirements of each unit of competency. Where units of competency from



Training Packages are selected, assessors also need to comply with assessmentguidelines in the specific Training Package. Refer to individual Unit Guidesfor advice.

The following evidence collection methods/tools are appropriate for collectingsufficient evidence for assessing competency, including assessment forRecognition of Prior Learning (RPL) and Recognition of Current Competency (RCC)in this qualification: * assignment * written and/or oral task * oral and/or written questioning * simulation * observation * work based * portfolio * collection of work samples * self assessment * case study * practical demonstration * project * training record book, logbook, diary or journal * third party reports of on-the-job performance or authenticated prior achievements * audio or video recording * peer evaluation * interview with teacher.

Some units of competency have been developed specifically for the needs of atarget group. Assessment strategies must be appropriate for the target group,the assessment context and the purpose and outcomes of the qualification.

For example:

NSWTDTY101B Identify own adaptive technology needs will require consultationwith the appropriate disability support person such as a Teacher/Consultant.

Assessment in specific contexts-------------------------------Assessment 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 * delivery to Aboriginal learners will require assessment strategies that are appropriate for Aboriginal learning styles and demonstrate an awareness of Aboriginal perspectives. Some units of competency require assessors to be Aboriginal or to work with an appropriate Aboriginal person * delivery in a community context may benefit from integrated, project based assessment strategies incorporating multiple units of competency.

Access and Equity-----------------Assessment methods should reflect workplace demands (eg literacy) and the needsof particular target groups (eg people with disabilities, Aboriginal and TorresStrait Islander people, women, people with a language background other thanEnglish).

For further information on equity principles see:



* the relevant Training Package assessment guidelines * AQTF 2007 Essential Standards for Registration - Standard 2 * legislative policies, including the following, which require that all government departments ensure that social and physical barriers are removed: - Disability Discrimination Act (1992) http://www.hreoc.gov.au/disability_rights/standards/www_3/www_3.html - Racial Discrimination Act (1975) http://www.humanrights.gov.au/racial_discrimination/guide_law/

Where RTOs have specialised equity staff (for example Disabilities TeacherConsultants, Aboriginal Coordinators, Women's Strategy Coordinators, HarassmentOfficers, Multicultural Coordinators) they may be consulted for further advice.

The focus of the adjusted assessment should be on enabling the participants todemonstrate that they have achieved the unit/module purpose, rather than on themethod used.

Refer to Section B6 Delivery in this document for more detailed guidelines onimplementing equity principles in assessment and reasonable adjustment.

5.3 Customisation-----------------Assessment may be customised to meet the needs of the industry, workplace,community or education context and/or the target group. Refer to individualunits of competency for information on customisation.

5.4 Collecting Sufficient Evidence----------------------------------The teacher/assessor will collect sufficient evidence to make a sound judgmentof the learner's achievement.

Sufficient evidence is the amount and variety of evidence the teacher-assessorhas determined is necessary to record that the learner has achieved the unit ofcompetency. At suitable points in the learning facilitation and evidencecollection processes, the teacher-assessor will make professional judgments asto the acceptability of the evidence the learner provides.

The teachers/assessors will need to make judgements on what constitutessufficient evidence relevant to the context and learner group, based on theirprofessional interpretation of the unit of competency and where relevant thetraining package assessment guidelines.

Refer to individual units of competency for information on what may besufficient evidence to achieve this qualification.

5.5 Conducting Assessment-------------------------Assessment should be holistic and reflect the unit of competency descriptor.Assessment strategies should combine assessment of units of competency wherepossible to enable the learner to demonstrate related competencies, knowledgeand skills at the same time, thereby reducing the number of assessmentactivities. * learners should have the opportunity to make choices about assessment and forms of evidence that are appropriate to their context. * learners should have opportunity for comment, reflection and discussion with assessor/s about assessment practices * learners should have access to guidelines and models for collecting



and presenting sufficient evidence such as portfolios or collection of work samples.

Assessor/s needs to ensure learners have adequate information about assessmentpractices, especially concerning different cultural understandings ofassessment.

In judging evidence, the assessor must ensure that the evidence of priorlearning is: * authentic (the learner's own work) * valid (directly related to the current version of the relevant endorsed unit of competency) * reliable (shows that the learner consistently meets the endorsed unit of competency) * current (reflects the learner's current capacity to perform the aspect of the work covered by the endorsed unit of competency), and * sufficient (covers the full range of elements in the relevant unit of competency and addresses the four dimensions of competency, namely task skills, task management skills, contingency management skills, and job/role environment skills).

5.6 Integrated Assessment--------------------------Holistic integrated assessment of units of competency can lead to educationaladvantages, as well as efficiencies in delivery and assessment. It is desirableto group employability and/or technical units of competency for integrateddelivery and assessment to reflect authentic skills clusters in a workplace,education or community context. Teachers/trainers are free to design a deliveryand assessment program for this course to meet local needs and resources,providing course completion requirements are met.

Appropriate packaging of units for integrated assessment will depend on the: * needs and abilities of the target group * context in which the units of competency are being delivered and assessed * assessment requirements of the units of competency concerned.

For detailed advice on appropriate integration of units of competency forassessment refer to: * Unit Guides for the units of competency in the qualification * course implementation advice, available from Social Inclusion andVocational Access Skills Unit.

5.7 Assessment Resources-------------------------Resources required for assessment will vary according to the units of competencyincluded in the qualification. Refer to units of competency for details.

5.8 Grading-----------This qualification is not graded. Depending on units of competency selected forthe qualification, grading may apply to one or more units of competency. Referto units of competency for details.

5.9 Validation Process----------------------It is an AQTF requirement that the RTO ie each Institute, develops



a validation process for assessment methods and tools used in determining theachievement of competency.

Validation could be via the provision of exemplars, validation workshops,implementation guides and professional development workshops.

The AQTF guidelines require the RTO to implement an assessment validationprocess that is conducted at least annually. It should include strategies for: * reviewing * comparing * evaluating the assessment processes, tools and the collection of evidence.

Advice needs to include the types of, and sufficiency of, evidence collectedthat contributes to judgments made by a range of assessors against the units ofcompetency being assessed.

The RTO is also required to document any action taken to improve the quality andconsistency of the assessment process when changes are made at the local level.A rationale for the changes also needs to be included.

Validation activities could include: * the development of assessment exemplars * validation meetings and workshops * benchmarking assessment activities and strategies across and within RTOs * using assessment panels or teams or * a mentoring systems for assessors.

Discussion about the assessment tools and the range and sufficiency of evidenceused by a range of assessors to make judgments about units of competency beingassessed are activities that need to be built into the validation process.

Validation of employability and technical units of competency in thisqualification may need to be conducted by teachers/assessors from more than onedelivery section or faculty, to ensure fair, valid, and reliable assessment.

5.10 Assessment Pathways------------------------

Learning and Assessment Pathways--------------------------------Usually, learning and assessment are integrated, with assessment evidence beingcollected and feedback provided to the learner at anytime throughout thelearning and assessment process.

Learning and assessment pathways may include structured programs in a variety ofcontexts using a range of strategies to meet different learner needs.Structured learning and assessment programs could be: group-based, work-based,self paced, action learning-based; conducted by distance or e-learning; and/orinvolve practice and experience in the workplace.

Assessment-only or Recognition of Prior Learning Pathway--------------------------------------------------------Competencies already held by individuals can be formally assessed against theunits of competency in the AEET Framework, and should be recognised regardlessof how, when or where they are achieved.

In an assessment-only or Recognition of Prior Learning (RPL) pathway, thelearner provides current, quality evidence of their competency against the



relevant unit of competency. This process may be directed by the learner andverified by the assessor, such as in the compilation of portfolios; or directedby the assessor, such as through observation of workplace performance and skillsapplication, and oral and/or written assessment. Where the outcomes of thisprocess indicate that the learner is competent, structured training is notrequired. The RPL requirements of Standard 8.2 of the AQTF Standards forRegistered Training Organisations must be met.

As with all assessment, the assessor must be confident that the evidenceindicates that the learner is currently competent against the endorsed unit ofcompetency. This evidence may take a variety of forms and might includecertification, references from past employers, testimonials from clients, andwork samples. The onus is on learners to provide sufficient evidence tosatisfy assessors that they currently hold the relevant competencies. Injudging evidence, the assessor must ensure that the evidence of prior learningis: * authentic (the learner's own work) * valid (directly related to the current version of the relevant endorsed unit of competency) * reliable (shows that the learner consistently meets the endorsed unit of competency) * current (reflects the learner's current capacity to perform the aspect of the work covered by the endorsed unit of competency), and * sufficient (covers the full range of elements in the relevant unit of competency and addresses the four dimensions of competency, namely task skills, task management skills, contingency management skills, and job/role environment skills).

The assessment only or recognition of prior learning pathway is likely to bemost appropriate in the following scenarios: * learners enrolling in qualifications who want recognition for prior learning or current competencies * existing workers * individuals with overseas qualifications * recent migrants with established work histories * people returning to the workplace and * people with disabilities or injuries requiring a change in career.

Combination of Pathways-----------------------Where learners have gained competencies through work and life experience andgaps in their competence are identified, or where they require training in newareas, a combination of pathways may be appropriate.

In such situations, the learner may undertake an initial assessment todetermine their current competency. Once current competency is identified, astructured learning and assessment program ensures that the learner acquiresthe required additional competencies identified as gaps.

6. DELIVERY OF COURSE

6.1 Delivery modes

A range of delivery modes are possible and will vary according to the nature ofthe learner group, local need and availability of resources. Institutes mayalso have the opportunity to utilise Interactive Distance Learning (IDL).



NOTE: In the case of delivery and assessment of units of competency importedfrom Training Packages, see Unit Guides for specific requirements.

Delivery modes may include: * off the job * on the job * simulated * blended * distance * on-line.

Other: * part time study

Delivery Context----------------This qualification can be delivered in a range of settings including: * classroom * workshop * community facility * workplace * on-line.

Appropriate teaching and learning strategies should be selected according tolearner need and delivery context. Teaching and learning strategies include: * group activities and projects * individual projects * research * fieldwork * scenarios * reflection and self assessment * guest lecturers * case studies * learner presentation * site visits * simulation * demonstrations * workshop activities * reading * personal writing (journals, diaries, log book) * oral and written exercises * storytelling.

Some units of competency are designed to meet aspects of skills and knowledgefor particular target groups and are only appropriate to be included in deliverycontext for the target group concerned. For example: * NSWTABL301B - Apply strategies to assert own Aboriginal identity * NSWTABL202B - Apply general understanding of Aboriginal cultures and communities * NSWTDTY101B - Identify own adaptive technology needs * NSWTWMN201B - Examine and report on the changing role of women

The validation of Aboriginal peoples experiences and values is central to anumber of units of competency which will be delivered by Aboriginal teachers.

Delivery strategies in these units of competency involve the sharing oflearners own experience and knowledge as well as giving learners the opportunityto hear from a range of Aboriginal guest speakers including Aboriginal Eldersand leaders.



Any organisation or individual planning to train or assess these units ofcompetency would be expected to work closely with the local Aboriginalcommunity. In particular, it is vital to ensure respectful integration of anylocal cultural knowledge or protocols that will inform the implementation ofthe units of competency. The units of competency also recognise that there isno single Aboriginal culture.

Some units of competency have been developed to be delivered across a range ofAQF levels, depending on the qualification in which they are being delivered.For example, NSWTWMN101B Plan strategies to access work and education for womenand NSWTWMN102B Identify factors which impact on the lives of women can bedelivered at both AQF 1 and 2 levels. If these units are delivered as part ofthis Certificate II course, the units would be delivered at AQF 2 level.

Delivery of Training Package Units of Competency------------------------------------------------Vocational units of competency are listed in Group 6 according to the CurriculumCentres sponsoring the units of competency and/or in skills cluster subgroups.RTOs need to liaise with relevant vocational sections for advice on: * appropriate clustering of vocational units of competency * delivery sequence * assessment requirements * resource requirements * teacher/assessor qualifications to meet the Training Package requirements.

Some units of competency may have pre-requisites or co-requisites and detailsare provided in the units of competency.

Senior First Aid----------------The unit of competency HLTFA301B Apply First Aid meets WorkCover NSWrequirements for a Senior First Aid Certificate.

Integrated Delivery-------------------Integrated delivery of units of competency can lead to educational advantages,as well as efficiencies in delivery and assessment. It is desirable to groupemployability and/or technical units of competency for integrated delivery andassessment to reflect authentic skills clusters in a workplace, education orcommunity context. Teachers/trainers are free to design a delivery andassessment program for this course to meet local needs and resources, providingcourse completion requirements are met.

Appropriate packaging of units of competency for integrated delivery willdepend on the: * needs and abilities of the target group * context in which the units of competency are being delivered and assessed * assessment requirements of the units of competency concerned.

For detailed advice on appropriate integration of units of competency forassessment refer to: * unit guides for the units of competency in the qualification * course implementation advice, available from Social Inclusion and Vocational Access Skills Unit.



DELIVERY ADVICE FOR SPECIFIC TARGET GROUPS------------------------------------------This qualification has a flexible structure, designed to meet the needs of abroad range of people who wish to access pathways to employment, vocationaleducation and training.

The tables below outline some of the different ways the units of competency canbe 'packaged' to meet the needs of an identified target group.

The examples are models and do not prescribe delivery choices or deliverysequence for the groups. RTOs delivering the qualification need to select,cluster and sequence delivery of units of competency according to the targetgroup and delivery context .

Learners should be assisted to seek maximum recognition for skills and Knowledgethey have gained through work and life experiences.

Delivery patterns should be designed to maximise opportunities for learners togain recognition for work and life experience including RPL.

1. People seeking career change or skills enhancement:--------------------------------------------------Packaging model suitable for people wishing to upgrade skills in currentemployment or to acquire skills for specific employment and further developemployability and computer skills:

For example, course may include: * work-based projects * cultural understanding * conflict resolution skills * leadership * oral and written communication skills.

CORE: NSWTCOM207B Demonstrate interpersonal skills 20

EMPLOYABILITY SKILLS:Choose from a range of Employability Skills units of competency depending onneeds of learner group. Possibilities include: NSWTCOM208B Organise and complete a job application and interview 20 NSWTCOM209B Plan and conduct a simple project 25 NSWTCOM21BB Use strategies to transform conflict 20 NSWTCOM212B Communicate across cultures to build understanding 20 NSWTINT201B Provide leadership in routine contexts 20 NSWTPLG204B Investigate work & training practices in industry and the community 30 NSWTSPG202B Give and respond to instructions in a range of contexts 20 NSWTSPG203B Deliver a brief presentation 20 NSWTSUS201B Engage with a socially diverse environment in a range of contexts 20 NSWTTMW201B Develop skills for participating in a team 20 NSWTTCH201B Read and respond to text in digital and online contexts 20 NSWTTCH202B Communicate using emerging technologies 20

VOCATIONAL SKILLS:Choose specific industry/qualification Training Package units of competencydepending on needs and skill level of learner group. Possibilities include: BSBITU302A Create electronic presentations 30 ICPMM263A Access and use the internet 20



2. Women:---------Packaging model suitable for delivering training in career education andemployment for women:

For example, course may include: * planning * skills assessment * units for women * presentation skills * technology skills * relevant vocational units.

CORE: NSWTCOM207B Demonstrate interpersonal skills 20

EMPLOYABILITY SKILLS:Choose from a range of Employability Skills units of competency depending onneeds of learner group. Possibilities include: NSWTCOM206B Record routine written information 20 NSWTCOM208B Organise and complete a job application and interview 20 NSWTLRN201B Implement plan for education and employment 20 NSWTLRN202B Devise strategies for own learning 6 NSWTMTH201B Use rational number skills 18 NSWTMTH206B Calculate perimeter area and volume 18 NSWTPLG201B Source and organise information for a purpose 20 NSWTPLG203B Identify work placement opportunities in industry and the community 20 NSWTSCN101B Work safely in a science learning environment 4 NSWTSCN210B Investigate and report on the suitability of household products 18 NSWTSFM202B Participate in work placement/work experience 30 NSWTWMN101B Plan strategies to access work and education for women 36 NSWTWMN201B Examine and report on the changing role of women 54

VOCATIONAL SKILLSChoose specific industry/qualification Training Package units of competencydepending on needs and skill level of learner group. Possibilities include: ICAU2005A Operate Computer Hardware 25 ICPMM263A Access and use the internet 20 Plus other vocational units as preferred.

3. Workers undertaking work based training and assessment:----------------------------------------------------------Where vocational units of competency are delivered, or where the qualificationis delivered in a workplace, a relevant Occupational Health and Safety unit ofcompetency should be included in the delivery pathway.

Where there is no appropriate industry specific OHS unit of competency, deliveryshould include the unit of competency NSWTPSS201A Maintain personal safety andsecurity. This unit of competency is appropriate for delivery in qualificationsacross AQF 1 - 3.

Packaging model suitable for training in workplace delivery, including WELLprograms:

For example course may include units of competency relating to:



* communication * initiative * leadership * information accessing and recording * technology . * vocational skills.

CORE NSWTCOM207B Demonstrate interpersonal skills 20

EMPLOYABILITY SKILLSChoose from a range of Employability Skills units of competency depending onneeds of learner group. Possibilities include: BSBCMN318A Write simple documents 36 NSWTCOM212B Communicate across cultures to build understanding 20 NSWTCOM206B Record routine written information 20 NSWTCOM209B Plan and conduct a simple project 25 NSWTCOM211B Use strategies to transform conflict 20 NSWTCOM213B Use negotiation skills in routine contexts 20 NSWTINT201B Provide leadership in routine/ familiar/ informal contexts 20 NSWTINT202B Work with a mentor 20 NSWTINT303B Respond effectively to change 20 NSWTPSS201B Maintain personal safety and security 20 NSWTTMW201B Develop skills for participating in a team 20

VOCATIONAL SKILLSChoose specific industry/qualification Training Package units of competencydepending on needs and skill level of learner group. Possibilities include: BSBITU301A Create electronic presentations 30 ICAD2012A Design organisational documents using computing packages 35 ICPMM263A Access and use the internet 20

4. Aboriginal People:---------------------Packaging model to provide a foundation for Aboriginal people to move into arange of vocational directions and provide preparation for apprenticeships andtraineeships:


EMPLOYABILITY SKILLSChoose from a range of Employability Skills units of competency depending onneeds of learner group. NSWTLRN202B Devise strategies for own learning 6 NSWTABL301B Apply strategies to assert own Aboriginal identity 36 NSWTABL202B Apply general understanding of Aboriginal cultures and communities 36 NSWTABL201B Investigate Aboriginal issues 30 NSWTCOM206B Record routine information 20 NSWTCOM208B Organise and complete a job application and interview 20 NSWTWTG201B Write routine work related texts 20 NSWTMTH201B Use rational number skills 18 NSWTMTH202B Solve basic measurement problems 18

VOCATIONAL SKILLS



Choose specific industry/qualification Training Package units of competencydepending on needs and skill level of learner group. Possibilities include: Any cluster of units of competency from Group 6.

5. People Aged 20 - 24:-----------------------Packaging model suitable for engaging 20 - 24 year old people withoutqualifications and who are not in skilled work, education or training.


EMPLOYABILITY SKILLSChoose from a range of Employability Skills units of competency depending onneeds of learner group. Possibilities include: NSWTCOM206B Record routine written information 20 NSWTCOM208B Organise and complete a job application and interview 20 NSWTCOM209B Plan and conduct a simple project 25 NSWTLRN201B Implement plan for education and employment 20 NSWTPLG201B Source and organise information for a purpose 20 NSWTPLG204B Investigate work & training practices in industry and the community 20 NSWTSFM203B Undertake and evaluate work placement/work experience 20 NSWTSFM205B Apply technical and employability skills in the workplace 20 NSWTSPG203B Deliver a brief presentation 20 NSWTTCH201B Read and respond to text in digital and online contexts 20 NSWTTCH202B Communicate using emerging technologies 20 NSWTTMW201B Develop skills for participating in a team 20 NSWTWTG202B Communicate using graphical and visual techniques 20

VOCATIONAL SKILLSChoose specific industry/qualification Training Package units of competencydepending on needs and skill level of learner group. Possibilities include: ICPMM321A Capture a digital image 50 ICPPP225A Produce graphics using a graphics application 40

6. Mature Age People 45 years plus:-----------------------------------Packaging model suitable for long term unemployed, those seeking career changeor returning to learning and/or the workforce:


EMPLOYABILITY SKILLSChoose from a range of Employability Skills units of competency depending onneeds of learner group. Possibilities include: NSWTCOM208B Organise and complete a job application and interview 20 NSWTSFM201B Use self advocacy skills 20 NSWTLRN201B Implement plan for education and employment 20 NSWTLRN202B Devise strategies for own learning 6 BSBWOR202A Organise and complete daily work activities 10 NSWTLRN102B Formulate an initial learning plan 20 NSWTPLG202B Participate effectively in an informal meeting 20 NSWTPLG204B Investigate work and training practices in industry and the community 30 NSWTSFM203B Undertake and evaluate work placement/work experience 20



VOCATIONAL SKILLSChoose specific industry/qualification Training Package units of competencydepending on needs and skill level of learner group. Possibilities include: ICAD2012A Design organisational documents using computing packages 35 ICPMM263A Access and use the internet 20

Access and Equity-----------------Equity principles must be incorporated in the development and implementation ofall qualifications. These principles recognise the need participation for peoplefrom all backgrounds (including Aboriginal and Torres Strait Islander people,people with disabilities, women, people from a language background other thanEnglish, youth and people from low socio-economic backgrounds).

Legislative policies which underpin RTO obligations on equity include: * Disability Discrimination Act (1992), http://www.hreoc.gov.au/disability_rights/standards/www_3/www_3.html * Racial Discrimination Act (1975) http://www.humanrights.gov.au/racial_discrimination/guide_law/ * Sex Discrimination Act (1984) http://www.hreoc.gov.au/sex_discrimination/

The delivery of this course should be adjusted to incorporate equity principles,including the principle of reasonable adjustment.

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

Applying equity principles and reasonable adjustment principles in teachingpractise may involve: * presenting lesson material in a variety of formats * catering for different learning styles * sequencing material in an order that is comprehensible to the learner group * providing information in plain English * using audio visual aids to support delivery * adjusting content for target group by breaking information and activities into smaller steps * assisting the learner(s) with reading by providing handouts using short sentences, pictures and plain English * providing learners with extra practice/time to acquire skills or read and write answers * providing extra demonstrations and explanations of skills and tasks * using a variety of communication modes to suit the group * customising learning materials to the target group (e.g. using pictures or graphic representation of the lesson content) * ensuring learners fully understand their assessment tasks * varying the assessment tasks to match the communication mode of the learner * seeking advice and support from the relevant specialist staff, including Aboriginal Coordinators, Multicultural Coordinators, Disabilities Teacher Consultants * providing additional teaching strategies such as learner support * professional development for teachers in addressing the needs of all learners.

Reasonable adjustment means a measure or action taken to provide substantive



equality for a learner with a disability, including an aid, a facility, or aservice that the learner requires.

Additional arrangements as required by the learner may involve: * substitution of the medium of assessment/delivery (such as substituting an oral learning or assessment task for a written one for learners with an intellectual disability or a specific learning disability affecting their reading). * technical aids and the use of adaptive technology (such as screen- reading software for learners with a vision impairment). * the use of large fonts in handouts and screen presentations * the use of an interpreter (for deaf learners who use Auslan or Signed English) * organising a more accessible room, set up or location * providing extra time in learning and assessment activities.

Where RTOs have specialist equity staff (for example Disabilities TeacherConsultants, Aboriginal Coordinators, Women's Strategy Coordinators, HarassmentOfficers, Multicultural Coordinators) they may be consulted for further advice.

Occupational Health and Safety------------------------------

TAFE NSW is committed to providing and maintaining a safe working environmentfor all its employees, learners and visitors.

The NSW OHS Act 2000 and the NSW OHS Regulation 2001 require that any persondelivering this course should take reasonable steps to develop and maintain aproactive risk management culture for a workplace environment and be aware oftheir obligations for the control of risks in the classroom, workshopor workplace.

Teachers should incorporate in their delivery methods, an awareness of safetyand security issues in the classroom, workshop or workplace. This should providesome of the essential underpinning knowledge required by learners to developcompetencies in this course. Care should be taken to refer to suitable workplacetexts for integration into delivery and assessment strategies.

Strategies to identify, eliminate, control and monitor risks may include: * follow OHS guidelines issued by DET, Institute, college, campus and/or teaching section * participate in hazard identification, risk assessment and control * inform management through their supervisor of any risks to health and safety including the effectiveness of risk control systems * participate in the development of Safe Work Method statements for all hazardous activities * ensure that Material Safety data sheets are readily available * ensure that equipment operating instructions are readily available * cooperate with their supervisor to meet any requirement under the Act or regulation.

Resources for full or part time teachers---------------------------------------- Before generating new resources, check with your supervisor, to obtain any existing resources.

For more information and details of the OHS Act, OHS Regulation, Codes ofPractice, Safety Guidelines and Safety Alerts refer to the Work Cover websiteon- http://www.workcover.nsw.gov.au or your college library.

For specific OHS statement and advice, refer to the unit of competency OHS



statement in the syllabus.

6.2 Resources

AQTF 2007, Standard 1 requires the RTO to provide quality training andassessment across all of its operations.

http://www.training.com.au/portal/site/public/

In particular:Element 1.3 requires that staff are consistent with the requirements of theTraining Package or accredited course and the RTO's own training and assessmentstrategies (page 13, Users' Guide to the Essential Standards for Registration);

Element 1.4 requires that training and assessment are conducted by trainers andassessors who:a) have the necessary training and assessment competencies as determined by the National Quality Council or its successors andb) have the relevant vocational competencies at least to the level being delivered or assessed. (Appendix 2, page 61, Users' Guide to the Essential Standards for Registration). 6.2.1 ESSENTIAL TEACHER/TRAINER QUALIFICATIONS----------------------------------------------To deliver and conduct assessment in the units of competency in this courseteachers/trainers must satisfy Australian Quality Training Framework (AQTF)standards for Registered Training Organisations (RTOs) 2007 and TAFE NSWrequirements.

Teachers/trainers must have a combination of:

* vocational qualifications * industry or related experience * educational qualifications.

VOCATIONAL QUALIFICATIONS-------------------------Teachers/trainers/assessors must be able to demonstrate current vocationalcompetence. Usually this requires completion of a relevant degree, diploma orother vocational qualification. The vocational competencies must be at least atthe level of the competencies being delivered and/or assessed.

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

As a guide, appropriate vocational qualifications for this course include thefollowing:

* Degree with at least two years study relevant to the units of competency and industry, community or education context in which the qualification is being delivered and assessed

OR

* Any degree and postgraduate study relevant to the units of competency and industry, community or education context in which the qualification is



being delivered and assessed

OR

equivalent qualification that will provide a teacher/trainer with the skillsand knowledge (or units of competency) to deliver and conduct assessment in therelevant units of competency for the target group.

In the case of national units of competency, teachers/assessors also need tomeet the requirements of the relevant current Training Package. Refer to theEssential Teacher Qualification in Part 5.2 of the Unit Guides.

RELEVANT EXPERIENCE-------------------Teachers/trainers must be able to demonstrate:

* a broad perspective and depth of understanding of the vocational area or community context in which the qualification is delivered, based on current and relevant experience in the industry or community. 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. * high level interpersonal and communication skills as appropriate to the learner group * awareness of the rights and needs of people from all backgrounds * understanding of and commitment to improving opportunities for people to access work, education and training.

In the case of delivery to Aboriginal people:

* delivery of some units of competency require Aboriginality * teachers/trainers need to have awareness and understanding that sensitivities can relate to the diversity of the individual learner's needs and cultural background.

TAFE NSW Requirements---------------------

Teachers, trainers and assessors who are involved in on-line delivery andassessment should be competent on-line facilitators.

Teachers, trainers and assessors should have current knowledge and awareness ofaccess and equity issues relevant to learners needs arising from a variety offactors including socio-economic status, disability status, ethnic background,race, family differences, sexual preferences and gender specific differences.

The qualifications and experience required by teachers/ trainers to deliver andconduct assessments in this course may vary between units of competency. Referto the individual unit guide documents for details specified for each unit ofcompetency. The requirements comprise vocational qualifications, educationalqualifications, and relevant experience.

For specific qualifications and other requirements for appointment offull-time and part-time teaching staff, consult your Staff Services Unit forthe relevant Teacher Designation requirements.

NOTE: In the case of delivery and assessment of units of competency imported



from Training Packages, see Unit Guides for specific requirements.

6.2.2 Specialised Facilities and Equipment------------------------------------------Requirements vary depending on the core and elective units of competency chosento meet the needs of the learner group and industry, community or educationcontext. Work experience and partnering opportunities may require access tospecialist equipment if delivery locations choose to offer units of competencyrequiring this.

Facilities and equipment include:

* standard teaching rooms * computer rooms * workshop * laboratory * access to the Internet * photocopier * data projector * access to laptop computers * standard range of software applications * video * digital camera * audio/sound recording equipment and tapes.

Consumables include disks, CDRoms, OHTs, paper, access to printing andlaminating.

6.2.3 Texts and Resources-------------------------A comprehensive range of Teaching and Learning resources are detailed in UnitGuides.

Refer to lists in individual Unit Guides - Section 5.1 Teaching and LearningResources.

7. ARTICULATION AND CREDIT TRANSFER

7.1 Articulation and credit transfer

When you complete this course you will have advanced standing in: * a range of Access and General Education Courses, depending on the electives successfully completed including: * 6516 Certificate II in General and Vocational Education * 9073 Certificate III in Employment, Education and Training * 5000 Certificate III in Vocational and Study Pathways * 6503 Certificate III in Preparation for Vocational and Further Study * credit towards a range of Certificate II and III training package qualifications, depending on the electives successfully completed.

Partial completion of this qualification may meet the requirements ofCertificate I in Access to work and Training.

This course will also provide the underpinning knowledge and skills for entryinto qualifications in a range of industry areas, depending on electivesselected.



Where national units of competency are achieved the learner isentitled to full recognition of these units of competency in any qualificationin which they are included.

7.2 Training, education and career pathways

When you complete this qualification you will have access to enhanced employmentopportunities and career choices as well as skills and knowledge to accessfurther education in a range of vocational qualifications.

8. ONGOING MONITORING AND EVALUATION

Curriculum maintenance involves the review, monitoring and evaluation of acourse, to evaluate its effectiveness and to advise on the continuing needs andrequirements of industry and the community with specific consideration ofchanging technology.

Social Inclusion and Vocational Access Skills Unit will monitor and evaluate thecourse during its period of accreditation or registration. It will collectinformation from a range of providers/stakeholders including teachers,learners, graduates, employers industry and community representatives, relevantITABs/Skills Councils, 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 * monitoring additions and restrictions on additions of vocational units of competency.

This information will be used to evaluate the effectiveness, efficiency andappropriateness of the course and its delivery.

Social Inclusion and Vocational Access Skills Unit will continue to liaise withindustry and community peak bodies as well as RTOs as part of the ongoingdevelopment and revision of the this qualification within the AEET Framework.


Certificate II in Skills for Work and TrainingC. TAFE NSW implementation requirements

1. TAFE NSW course(s) replaced by this course

Course qualification and name: Certificate II in English Language Skills for Business Studies Course number: 3001 Duration: 190 hours Approval Date: 07-May-2002 Expiry Date: 31-Dec-2007

Course qualification and name: Certificate II in Career Education and Employment for Women (CEEW) Course number: 4196 Duration: 340 hours Approval Date: 25-May-2000 Expiry Date: 31-Dec-2006

Course qualification and name: Certificate II in Communication Skills Course number: 9591 Duration: 168 hours Approval Date: 18-Jun-2001 Expiry Date: 31-Dec-2006

2. Handbook description

This course is for people who wish to access employment, education and trainingto:- 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 ineducation and training through one or more of the following:attending classes, distance or online learning, workshops,workplace and community based activities. CAREER OPPORTUNITY:When you complete this qualification you will have access to enhanced employmentopportunities and career choices as well as skills and knowledge to accessfurther education in a range of vocational qualifications. ARTICULATION:When you complete this course you will have advanced standing in:

- a range of Access and General Education Courses, depending on the electives successfully completed, including: - 91345NSW Certificate II in General and Vocational Education (6512); - 91350NSW Certificate III in Employment, Education and Training (9073); - 91348NSW Certificate III in Vocational and Study Pathways (5000); - 91179NSW Certificate III in Preparation for Vocational and Further Study (6503)

- credit towards a range of Certificate II and III 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 electivesselected. ENTRY REQUIREMENTSMust be able to read,comprehend and discuss printed familiar information inEnglish and write simple statements in English and must have completed aCertificate I level course in vocational/technical/general vocational trainingor equivalent.

3. Student selection

PLEASE NOTE

Selection criteria are considerations which are applied where demand for acourse exceeds available places. All students must meet entry requirements tobe eligible for entry in a course BEFORE selection criteria are applied (seeSection B, Course information, 4.6 Entry requirements).

Selection methods are the tools used to evaluate students against the selectioncriteria.

4. Procedures for student selection



5. Course grading

This qualification is ungraded

6. NSW recognition of prior learning

Please refer to Part B section 4.7. TAFE Advanced Standing Arrangements and/or Standard Exemptions which have beencreated in respect of units/ modules in this course are shown in Part B of thesyllabus of each unit/ module. The unit/ module syllabus also providesinformation about appropriate evidence for assessing recognition applications.

7. Employer report

Not applicable

8. Minimum essential course resources

For details of teaching and learning resources and major texts and referencesrefer to each unit/module.

8.1. Physical resources comments

Refer to Part B 6.2.2

8.2. Human resources comments

The teacher qualifications stated in Part B: 6.2.1 Human Resources are a guideto the minimum qualifications required by all teachers to deliver and conductassessments in this course.

For qualifications required to deliver and conduct assessments in individualunit/ modules in this course, consult individual unit/ module syllabuses.

For specific qualifications and other requirements for appointment of full-timeteaching staff, consult the relevant Teacher Designation requirements onLATTICE, through your Staff Services Unit.

9. Additional information


web viewcertificate ii in skills for work and trainingb. course information. certificate ii in...

Documents