tafe nsw accreditation guidelines -...
TRANSCRIPT
NEW SOUTH WALES
TECHNICAL AND FURTHER EDUCATION COMMISSION
Certificate II
in
Skills for Work and Training
National Code: 10089NAT
TAFE NSW Course Number: 10697
Accreditation Date: 16 November 2011
Accreditation Expiry Date: 31 December 2016
SOCIAL INCLUSION AND VOCATIONAL ACCESS UNIT
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Section A: Copyright and course classification information
1 Copyright owner of the course
New South Wales Department of Education and Communities
2 Address Social Inclusion and Vocational Access UnitLevel 1, The MuseCnr Harris & Mary Ann StreetsPO Box 707Ultimo NSW 2007Phone: (02) 9217 4293Fax: (02) 9217 3918
3 Type of submission
Accreditation
4 Copyright acknowledgement
The material in this course document is State of New South Wales Department of Education and Communities, NSW TAFE Commission, Social Inclusion and Vocational Access Unit copyright and is subject to the provisions of the Copyright Act 1968.Training Package units of competency included in this course are licensed under the Free Education licence. Details are available at www.aesharenet.com.au/FfE2
A selection of Units of Competency from the following Training Packages are included in this course:
ACM10 Animal Care and Management AHC10 Agriculture, Horticulture, Conservation &
Land Management AUR05 Automotive Industry, Retail, Service and
Repair BSB07 Business Services CPC08 Construction, Plumbing and Services CUV11 Visual Arts, Craft and Design FNS10 Financial Services ICA11 Information and Communication Technology LMT07 Textile Clothing and Footwear MEM05 Metal and Engineering RII – Resources and Infrastructure Operations SIR07 Retail Services SIT07 Tourism, Hospitality and Events TLI10 Transport and Logistic SIB10 Beauty Therapy SFL10 Floristry
5 Licensing A licence is required to:
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- use this material for training delivery– reproduce in part or whole– incorporate a significant part of the material into a
derivative such as an enhancement, contextualisation, supplementary or compilation
– on-sell or license, in part or whole, to a third party.
For information about the licensing of State of NSW, Department of Education and Communities, NSW TAFE Commission copyright materials, please refer to section A1 and A2 (contact details) in the course document.
6 Franchising Not applicable
7 Course accrediting body
TAFE NSW
8 AVETMISS information
ASCO code(Australian Standard Classification of Occupations – Occupational typeTo be replaced by ANZSCO [Australian and New Zealand Standard classification of Occupations])
9903
ASCED Code – 6 digit(Field of education)
120599
National course code TBA[Classification codes for AVETMISS data may be found on the NCVER website at www.ncver.edu.au]
9 Period of accreditation
QSU to complete
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Section B: Course information1 Nomenclatur
eName of the Qualification
Certificate II in Skills for Work and Training
Nominal duration of the course
340 hours
The hours for this course and the units of competency within it are only indicative. Total hours will depend on the target group and the electives chosen.
Completion requires 270 to 340 hours. The number of hours may vary depending on factors such as target group needs, learners' entry level knowledge and skills, elective units selected and duration of work placement if applicable.
2 Vocational or educational outcomes of the course
This course is designed for people who require Employability Skills and knowledge to access work, vocational training or community engagement or a Year 10 equivalent qualification.
On successful completion of this course the learner should be able to achieve the following key outcomes :
develop Employability Skills and knowledge at AQF level 2
identify realistic education/employment or community engagement options and appropriate training pathways
contribute effectively to a diverse society.
In addition, depending on the electives chosen, learners may also achieve one or more of the following outcomes:
enhance communication skills and self esteem develop team skills while working with people in a group,
in a diverse context using written and spoken skills develop skills to retrain or enter the workforce (including
entry level vocational skills) articulate into further education and training at AQF level
3.
The AEET Framework units of competency in this qualification are generally aligned to Levels 3 and 4 of the Australian Core Skills Framework (ACSF). Refer to individual units of competency for ACSF alignments.
3 Development of the course
3.1 Industry/enterprise/community need
This course is part of the Access Employment Education and Training (AEET) Framework developed in 2006.
The AEET Framework is designed for a diverse range of learners who require a supported pathway to employment, further education and training. The AEET Framework courses are structured around the National Employability Skills.
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The need for the reaccreditation of the AEET Framework courses is supported by the:
AEET Framework Reaccreditation Project Reference Group representing key industry and community groups
a range of key industry and community stakeholders TAFE NSW Institutes.
Records of consultations and members of the AEET Reference Group can be accessed athttps://detwww.det.nsw.edu.au/tafe/tes/training_and_assessment_support/proj_advis_grp/pag_aeet.htm
The Certificate II in Skills for Work and Training is part of the Work and Training Skills suite of courses designed to provide supported pathways to access and re-engage with work, prepare for vocational training and community participation.The focus of the courses is the development of Employability Skills delivered with Training Package units to provide an industry context and articulation options to Training package qualifications.The need for this course is supported by the following current national research:
National Workforce Development Strategy (2010)- Skills Australia
Skills for Prosperity - A road map for VET ( 2011) - Skills Australia
Equity Blueprint 2011-2016 - Creating Futures: Achieving Potential through VET -National VET Equity Advisory Council
Budget 2011-12 -Building Australia’s Future Workforce: trained up and ready for work – Commonwealth Government
Australia to 2050: future challenges ( 3rd Intergenerational report) – Commonwealth Government
No More Excuses- An Industry Response to the Language, Literacy and Numeracy Challenge - Australia's eleven Industry Skills Councils April 2011
VET Products in the 21st Century - Key Recommendations to ensure a stronger focus on preparatory and enabling skills - National Quality Council
National Workforce Literacy Project - Australian Industry Group. (May 2010)
Links between Literacy and Numeracy Skills and Labour Market Outcomes - Productivity Commission (2010)
Demand: The enrolments in the current course TAFE NSW Course No. 9072 Certificate II in Skills for Work and Training (91347NSW) have been steadily increasing from 2,553 in 2007 to 8,345 in 2010. It is anticipated that the demand for this course will be similar to that of the course it replaces.
This course does not duplicate a Training Package
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qualification.
3.2 Review for re-accreditation
This course has been revised and updated to reflect current national accreditation requirements (AQTF
2007 & AQF 2011) reflect the current and emerging needs of learners, industry
and community groups as identified by research and industry and community consultations. Refer: https://detwww.det.nsw.edu.au/tafe/tes/training
assessment_support/proj_advis_grp/pag_aeet.htm reflect current and emerging national VET priorities /targets align the AEET Framework units to the Australian Core Skills
Framework (ACSF) include new AEET units of competency identified by research
and consultation revise existing AEET Framework units of competency for
currency and relevancy include current Training Package units of competency.
The mid-term review for this course was conducted in 2009. It found that 9072 provided alternative pathways into vocational courses with excellent packaging options for joint LLN and vocational courses. It also found that employers liked to see the employability skills units on student transcripts.This course was also reviewed as part of the External Review of the AEET Framework which was conducted in 2009. The reviewer found that the Certificate II in Skills for Work and Training had the second highest completion rates for AEET Framework courses and had the third highest completion rates for Aboriginal students.The flexibility of this course allows it to be contextualised to local needs including local job opportunities.
Transition Arrangements
This course replaces 91347NSW Certificate II in Skills for Work and Training (9072)
It will not be possible to enrol new learners in the old course from 1 January 2012. Learners currently enrolled may either continue in the old course or enrol in the new qualification. Learners who transfer to the new course may be eligible for advanced standing for units of competency they have already completed.
4 Course outcomes
4.1 Qualification level The outcomes of this course are consistent with the qualification
descriptor in the Australian Qualification Framework (AQF) 2011 for Certificate II.
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4.2 Employability skills
Employability Skills are built into all competencies. Trainers and assessors should ensure that they are addressed in training and assessment.
The Employability Skills applicable to this course are outlined below:
Communication – that contributes to productive and harmonious relations between employees and customers.Learners will develop oral and written communication skills appropriate to a workplace, community or education context.
Examples of application in the following units: NSWTCOM207B - Demonstrate interpersonal
communication skills NSWTSPG203B - Deliver an informal presentation NSWTWTG201B - Write routine work related texts.
Teamwork – that contributes to productive working relationships and outcomes.Learners will develop the skills and knowledge to participate effectively in a team in a workplace, community or education context. Examples of application in the following units:
NSWTTMW201B - Participate in a team
Initiative and enterprise – that contributes to innovative outcomes.Learners will develop skills and knowledge to identify and implement workplace roles and responsibilities and develop knowledge of work practices.
Example of application in the following unit: NSWTINT201B - Provide leadership in routine contexts NSWTWMN201B - Examine and report on the changing
role of women.
Planning and Organising- that contributes to long-term and short-term strategic planning.Learners will develop skills and knowledge to plan, prepare and participate in activities in a work, education or community context.
Example of application in the following unit: NSWTPLG201B - Source and organise information for a
purpose NSWTPLG203B - Identify work placement opportunities in
industry and the community.
Self- Management - that contributes to employee satisfaction
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and growth.
Learners will develop skills and knowledge to enhance their ability to manage their personal, work, community or education needs.Examples of application in the following units:
NSWTCOM208B - Organise and complete a job application and interview
NSWTSFM201B - Use self advocacy skills NSWTSFM203B - Evaluate work experience.
Learning – that contributes to ongoing improvement and expansion in employee and company operations and outcomes.Learners will develop skills and knowledge to participate in education and training and identify learning goals.Examples of application in the following unit:
NSWTLRN201B - Develop and implement plan for education and employment
Technology - that contributes to effective execution of tasks.Learners will develop skills and knowledge to use technology to develop a range of written and oral communication skills in a work, community or education context.
Examples of application in the following units: NSWTTCH203B - Use emerging technology to search and
apply for a job
The following additional employability skills have been identified by the National Access Employment Education and Training (AEET) Framework Project Reference Group:
Personal safety and security – that contributes to an awareness of personal safety and security. Learners will develop skills and knowledge to take responsibility for personal safety and security that meets their needs within a workplace, community or education context.
Examples of application in the following units: NSWTPSS201B - Maintain personal safety and security.
Ethics and ethical practice – that contributes to an awareness of ethical principles and practice.Learners will develop skills and knowledge to apply confidentiality and respect for the rights and needs of others in a workplace, community or education context.
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Examples of application in the following units: NSWTETH201B - Operate in a diverse study environment NSWTETH204A - Identify ethical issues in the workplace.
Sustainability – that contributes to an awareness of concepts of natural, human and social capital.Learners will develop skills and knowledge to contribute effectively to a diverse society in a workplace, community or education context.
Examples of application in the following units: NSWTCOM212B - Use intercultural communication skills NSWTSPG204B - Communicate cultural diversity through
stories NSWTSUS201B - Engage in a socially diverse
environment in a range of diverse contexts.4.3 Recognition
given to the course (if applicable)
n/a
4.4 Licensing/regulatory
requirements (if applicable)
n/a
5 Course rules5.1 Course
structure
To be awarded the Certificate II in Skills for Work and Training, competency must be achieved in 270-340 hours of units of competency, as specified below:
Completion of one (1) core Unit of Competency from Group 1(20 hours)
Completion of at least 250 hours of elective Units of Competency as specified below:
o Must include at least 170 hours of elective units of competency from Group 2 – AEET Framework Units of Competency as detailed below:
Must include at least 130 hours from Subgroup 1- AEET Level 2 Units
Balance in hours (0 - 40 hours) of AEET elective units may be chosen from Subgroup 1- AEET Level 2 units and/or Subgroup 2 – AEET Level 1 and Level 3 Units.
o The balance in hours of total elective units (0 - 80 hours) may be chosen from:
Group 2 - Subgroup 1 - AEET Level 2 units and/or Group 3- Training Package Units of
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Competency
Group 1- CORE Units of Competency
Complete ALL units
Unit Code Unit Name HoursNSWTCOM207B Demonstrate interpersonal
communication skills 20
Group 2 - AEET Framework Units of Competency
Subgroup 1 AEET Level 2 Units of Competency Must complete at least 130 hours
Unit Code Unit Name HoursNSWTABL101B Provide information on traditional
Aboriginal cultural values 30
NSWTABL201B Investigate Aboriginal issues 30
NSWTCOM201APrepare & orally deliver stories for a purpose 30
NSWTCOM202ADocument and communicate personal and community stories 40
NSWTCOM203A
Demonstrate awareness of cultural protocols for communicating with an Aboriginal community 25
NSWTCOM204AResearch Aboriginal people and the media 25
NSWTCOM205BPlan and participate in a team presentation 20
NSWTCOM208BOrganise and complete a job application and interview 20
NSWTCOM209B Conduct a simple project 25
NSWTCOM210B
Analyse different views/attitudes/perspectives presented in the media 20
NSWTCOM211BUse strategies to transform personal conflict 20
NSWTCOM212BUse intercultural communication skills 20
NSWTCOM213BUse negotiation skills in routine contexts 20
NSWTCOM214BCommunicate with customers in a range of contexts 20
NSWTESL213A Identify a variety of English 40
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Unit Code Unit Name Hourspronunciation features
NSWTESL216ARead and respond to English texts in the workplace 54
NSWTESL217AUse English to write workplace texts 54
NSWTETH201BOperate in a diverse study environment 10
NSWTETH202BAccess support services in a diverse study environment 10
NSWTETH204AIdentify ethical issues in the workplace 20
NSWTINT201BProvide leadership in routine contexts 20
NSWTINT202B Work with a mentor 30
NSWTLNG213B
Use basic signed English to participate in a limited range of everyday exchanges 48
NSWTLNG214BUse signed English to participate in routine information exchanges 36
NSWTLNG215BPrepare for engagement with deaf or hearing impaired people 24
NSWTLRN201BDevelop and implement plan for education and employment 20
NSWTLSG201BListen and respond in a range of contexts 20
NSWTMTH211BApply a range of mathematical problem solving strategies 18
NSWTNMY205AUse calculations in routine contexts 20
NSWTNMY206A Use measurement in routine contexts 20
NSWTNMY207A Read and interpret graphs, charts and tables 20
NSWTPLG201BSource and organise information for a purpose 20
NSWTPLG203B
Identify work placement opportunities in industry and the community 20
NSWTPLG204B
Investigate work and training practices in industry and community 30
NSWTPSS201BMaintain personal safety and security 20
NSWTRDG201BRead and respond to routine texts 20
NSWTSFM201B Use self advocacy skills 30 NSWTSFM202B Participate in work experience 30 NSWTSFM203B Evaluate work experience 20
NSWTSFM206BDevise strategies for living in Australia 20
NSWTSFM207BEvaluate strategies for living in Australia 20
NSWTSFM208B Identify strategies to build self 20
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Unit Code Unit Name Hoursesteem and personal effectiveness
NSWTSPG201BSpeak effectively in a range of contexts 20
NSWTSPG203B Deliver an informal presentation 20
NSWTSPG204BCommunicate cultural diversity through stories 30
NSWTSUS201B
Engage with a socially diverse environment in a range of diverse contexts
20
NSWTSUS202BInvestigate the principles of ecosystems and sustainability 25
NSWTSUS203BInvestigate community actions to contribute to sustainability 20
NSWTTCH203BUse emerging technology to search and apply for a job 20
NSWTTMW201B Participate in a team 20
NSWTWMN201BExamine and report on the changing role of women 40
NSWTWTG201B Write routine work related texts 20
NSWTWTG202BCommunicate information using visual techniques 20
Subgroup 2 – AEET - Level 1 and Level 3 Units of Competency
Unit Code Unit Name Hours BSBWRT301A Write simple documents 30
NSWTCOM101B Participate in small informal group discussions
20
NSWTCOM102B Communicate orally with others about routine matters
20
NSWTCOM103B Investigate forms of communication media
30
NSWTCOM111B Respond to signs and sources of conflict in everyday contexts
20
NSWTCOM114B Communicate with customers about simple routine matters
20
NSWTCOM306B Write non-routine texts 20 NSWTCOM310B Interpret media representations of
contemporary issues and people20
NSWTINT102B Identify job opportunities 20 NSWTNMY115B Use a basic calculator 18 NSWTPLG301B Research information for a
purpose20
NSWTPLG302B Develop and implement a project 25 NSWTSPG101B Speak clearly in everyday contexts 20 NSWTSUS302B Develop a personal action plan for
environmental sustainability20
NSWTTCH104B Prepare to access the Internet 25
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Unit Code Unit Name Hours NSWTTCH106B Prepare for word processing 25 NSWTTCH107B Prepare to use email 25
GROUP 3 – Additional Electives
Training Package Units of Competency
Subgroup 1- BUSINESS ADMINISTRATION UNITS OF COMPETENCY
Unit Code Unit Name HoursBSBCUS201B Deliver a service to customers 30 BSBIND201A Work effectively in a business
environment 20 BSBINM201A Process and maintain workplace
information 30 BSBINM202A Handle mail 15BSBINN201A Contribute to workplace innovation 35 BSBITU201A Produce simple word processed
documents 40 BSBITU202A Create and use spreadsheets 25 BSBOHS201A Participate in OHS processes 20 BSBSUS201A Participate in environmentally
sustainable work practices 20BSBWOR204A Use business technology 20
Subgroup 2 - VISUAL ARTS AND CONTEMPORARY CRAFT UNITS OF COMPETENCY
Unit Code Unit Name Hours
BSBDES301A Explore the use of colour 40
BSBDES302AExplore and apply the creative design process to 2D forms 55
CUVACD301AProduce drawings to communicate ideas 75
CUVDRA301A Produce drawings 50 CUVPRI201A Develop printmaking skills 75CUVPRP301A Produce creative work 30
CUVRES201ASource and use information relevant to its own arts practice 25
CUVRES301AApply knowledge of history and theory to own arts practice 36
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Unit Code Unit Name Hours
CUVSCU201A Develop sculptural skills 50LMTCL2003B Identify fibres and fabrics 18
LMTFD2001BDesign and produce a simple garment 36
LMTFD2005BIdentify design process for fashion designs 36
LMTGN2001BFollow defined OH&S policies and procedures 18
LMTGN2002B Apply quality standards 18
Subgroup 3 - HORTICULTURE UNITS OF COMPETENCY
Unit Code Unit Name Hours
AHCPGD201A Plant trees and shrubs 20 AHCPCM201A Recognise plants 20 AHCNSY203A Undertake propagation activities 20 AHCINF202A Install, maintain and repair fencing 20
AHCMOM204AUndertake operational maintenance of machinery 30
AHCOHS201A Participate OHS procedures 15 AHCWRK204A Work effectively in the industry 10 AHCNSY201A Pot-on plants 20
AHCLSC201AAssist with landscape construction work 30
Subgroup 4 DESKTOP PUBLISHING UNITS OF COMPETENCY
Unit Code Unit Name Hours
ICPMM321C Capture a digital image 50
ICPPP224CProduce pages using a page layout application 30
ICPPP225CProduce graphics using a graphics application 40
Subgroup 5 - AUTOMOTIVE UNITS OF COMPETENCY
Unit Code Unit Name Hours
9001B Automotive Project 2 24 AURC172003A Identify environmental regulations
and best practice in a workplace or 4
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Unit Code Unit Name Hoursbusiness
AURC272003A
Apply environmental regulation and best practice in a workplace or business 4
AURC270103A Apply safe working practices 12
AURE218670AService, maintain or replace batteries 4
AURP201570A
Service engines and associated engine components (outdoor power equipment) 24
AURT100064ARemove and tag engine system components 18
AURT270278AUse and maintain workplace tools and equipment 30
AURV225908A Carry out panel repairs 32
AURV229749APrepare spray painting materials and equipment 32
AURV231649A
Prepare vehicle/component/equipment for customer use 24
AURV231786AAWash/clean vehicle body and door cavities 16
AURV231809BAClean and finish vehicle interior trim and seats 20
AURV281508A Carry out spot welding procedures 36
Subgroup 6 - ABORIGINAL ARTS UNITS OF COMPETENCY
Unit Code Unit Name HoursCUVPRP201A Make simple creative work 40CUVACD101A Use basic drawing techniques 54CUVDRA201A Develop drawing skills 50CUVPAI201A Develop painting skills 75
Subgroup 7 DESIGN UNITS OF COMPETENCY
Unit Code Unit Name Hours
CUVACD201ADevelop drawing skills to communicate ideas 50
CUVACD401AIntegrate colour theory and design processes 30
ICAICT203AOperate application software packages 40
ICPSP270BManually prepare and produce screen prints 30
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Unit Code Unit Name Hours
LMTCL1001B Produce a simple garment 37 LMTCL2001B Use a sewing machine 12 LMTCL2004B Sew components 36
Subgroup 8 - CONSTRUCTION AND TILING UNITS OF COMPETENCY
Unit Code Unit Name HoursCPCCCA2002A Use carpentry tools and equipment 36
CPCCCM1012AWork effectively and sustainably in the construction industry 12
CPCCCM1015ACarry out measurements and calculations 36
CPCCCM2001ARead and interpret plans and specifications 16
CPCCCM2004A Handle construction materials 40
CPCCCM2005AUse construction tools and equipment 40
CPCCCM2008AErect and dismantle restricted height scaffolding 24
CPCCOHS1001AWork safely in the construction industry 6
Subgroup 9 LIVE PRODUCTION, THEATRE AND EVENTS UNITS OF COMPETENCY
Unit Code Unit Name HoursCUECOR03B Provide quality service to customers 27 CUECOR02C Work with others 24
Subgroup 10 - PAINTING AND DECORATING UNITS OF COMPETENCY
Unit Code Unit NameHours
CPCCPD2011AHandle painting and decorating materials 40
CPCCPD2012AUse painting and decorating tools and equipment 40
CPCCPD3021A Prepare surfaces for painting 32 CPCCPD3022A Apply paint by brush and roller 64
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Subgroup 11 - CONCRETING UNITS OF COMPETENCY
Unit Code Unit Name Hours
CPCCCO2014A Carry out concrete work 24
CPCCOHS2001A
Apply OHS requirements, policies and procedures in the construction industry 16
CPCCVE1011AUndertake a basic construction project 40
Subgroup 12 RETAIL UNITS OF COMPETENCY
Unit Code Unit Name Hours
BSBPRO401A Develop product knowledge 20
SIRXCCS001AApply point-of-sale handling procedures 20
SIRXCCS002A Interact with customers 20SIRXCLM001A Organise and maintain work areas 10SIRXFIN001A Balance point-of-sale terminal 15SIRXICT001A Operate retail technology 20
SIRXIND001AWork effectively in a retail environment 20
SIRXINV001A Perform stock control procedures 20SIRXMER001A Merchandise products 20SIRXOHS001A Apply safe working practices 15SIRXRSK001A Minimise theft 10SIRXSLS001A Sell products and services 20SIRXSLS002A Advise on products and services 20
SITXOHS002AFollow workplace hygiene procedures 20
Subgroup 13 - COMMUNITY RADIO UNITS OF COMPETENCY
Unit Code Unit Name Hours
CUFAIR201ADevelop techniques for presenting information on radio 30
CUFRES201ACollect and organise content for broadcast or publication 20
Subgroup 14 - ANIMAL CARE AND MANAGEMENT
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Unit Code Unit Name Hours
ACMGAS204A Feed and water animals 20ACMGAS206A Provide basic first aid for animals 20AHCNAR202A Maintain wildlife habitat refuges 20
Subgroup 15 - METAL FABRICATION UNITS OF COMPETENCY
Unit Code Unit Name Hours
MEM09002B Interpret technical drawing 36 MEM18001C Use hand tools 18
MEM18002BUse power tools/hand held operations 18
Subgroup 16 - PLUMBING UNITS OF COMPETENCY
Unit Code Unit Name HoursCPCPCM2023A Carry out OHS requirements 36 CPCPCM2028A Cut and join sheet metal 8 CPCPCM2030A Mark out materials 20 CPCPRF2013A Collect and store roof water 6
Subgroup 17 - SIGNAGE UNITS OF COMPETENCY
Unit Code Unit Name Hours
CPCCSI2001A Use colour for signage 24 CPCCSI2002A Lay out and design signage 40 CPCCSI2003A Prepare surfaces for signage 20 CPCCSI3010A Hand render pictorials 36
Subgroup 18 - HOSPITALITY UNITS OF COMPETENCY
Unit Code Unit Name HoursSITHCCC001B Organise and prepare food 25 SITHCCC002A Present food 5
SITHCCC004BClean and maintain kitchen premises 6
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Unit Code Unit Name Hours
SITHCCC005A Use basic methods of cookery 55 SITHCCC007A Prepare sandwiches 6 SITHFAB012B Prepare and serve espresso coffee 30
SITXCOM001AWork with colleagues and customers 20
SITHFAB010CPrepare and serve non alcoholic beverages 20
Subgroup 19 – INFORMATION TECHNOLOGY
Unit Code Unit Name Hours
ICAICT101A Operate a personal computer 15
ICAICT102AOperate word processing applications 15
ICAICT103AUse communicate and search securely on the internet 30
ICAICT105A Operate spreadsheet applications 15ICAICT106A Operate presentation packages 15
Subgroup 20 FIRST AID
Unit Code Unit Name Hours
HLTFA201BProvide basic emergency life support 8
Subgroup 21 TRANSPORT AND LOGISTICS
Unit Code Unit Name HoursTLIA2013A Receive goods 22 TLIA2021A Despatch stock 22
Subgroup 22 FINANCIAL SERVICES
Unit Code Unit Name Hours
FNSFLT201A Develop and use a personal budget 20FNSFLT202A Develop and use a savings plan 20
FNSFLT203ADevelop an understanding of debt and consumer credit 25
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Subgroup 23 COMMUNITY SERVICES
Unit Code Unit Name Hours
CHCAC318B Work effectively with older people 40
CHCCOM201CCommunicate with people accessing the services of the organisation 20
SIBBRES201AResearch and apply beauty industry information 20
SISOBWG201ADemonstrate bush walking skills in controlled environment 36
SISONAV201ADemonstrate navigation skills in a controlled environment 36
SISXIND101AWork effectively in sport and recreation environments 18
Subgroup 24 – RESOURCES AND INFRASTRUCTURE OPERATIONS
Unit Code Unit Name HoursRIICOM201A Communicate in the workplace 20RIICCM201A Carry out measurements and
calculations35
RIIOHS201A Work safely and follow OHS policies and procedures
25
RIISAM203A Use hand and power tools 20BSBITU101A Operate a personal computer 20
Notes for Students:1. Learner Support - Learners requiring support to meet
their learning goals will need to co-enrol in the Learner Support course (9999). Talk to your teacher if you think you may require learner support.
2. Selection Of Electives - Talk to your teacher and/or workplace trainer, to ensure that your combination of electives provides you with a suitable vocational outcome.
3. Recognition - If you have completed other relevant training, you may be eligible to have units of competency from previous training counted towards completion for this course. Talk to your teacher or workplace trainer if you think you may be eligible for recognition of units previously completed.
4. Prerequisite Units –Some units in this course may have prerequisites that must be completed in a lower level qualification or selected as part of the course. Consult your teacher for information about prerequisites to elective units.
5.2 Entry There are no formal educational requirements for this course.
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requirements6 Assessment6.1 Assessment
strategy
The emphasis of assessment is on collection of sufficient evidence, teacher/trainer judgment and holistic assessment against unit purpose. The focus is on the clustering and integration of areas of knowledge, skills and attitudes, rather than on a "checklist" or atomistic approach.Detailed information on assessment is provided in each unit of competency.Assessment strategies must
meet the expected work/community outcomes of the qualification
match the requirements of the competency standards that make up the qualification
be appropriate for the target group/s to which the qualification is delivered.
Assessment must be contextualised to meet the needs of the particular context in which performance is being assessed. Assessment should only address those variable circumstances, listed in the Range Statement, which apply to the chosen context.Language, literacy and numeracy demands of assessment should not be greater than those required on the job.An individual's access to the assessment process should not be adversely affected by restrictions placed on the location or context of assessment beyond the requirements specified.Reasonable adjustments can be made to ensure equity in assessment for people with disabilities. NOTE: In the case of assessment of units of competency imported from Training Packages, see Unit Guides for specific assessment requirements.
The Certificate II in Skills for Work and Training is a course which can target learners who may have had interrupted schooling or who are unfamiliar with a formal learning environment. It is important that the assessment strategies adopted are closely linked to the teaching/learning cycle. Assessment should ideally be a cumulative process and occur throughout the course rather than all being concentrated at the end of the course.
Assessment contextUnits of competency within this course can be assessed in a face to face, distance, online or blended learning environment and they may also be assessed either on or off the job where relevant to the specific unit of competency.Assessment may take place in the classroom, in a community setting, in the workplace or in a simulated workplace environment. Where relevant, assessment will need to be undertaken according to the requirements of the relevant Training Package.Assessment of units of competency within the course may be conducted by the course teacher/trainer or by a qualified assessor from another vocational area or a qualified assessor in a work or community environment. Panel, peer assessment or
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self assessment may also be used if appropriate to the judgement of critical aspects of evidence in the unit of competency.
Collecting Sufficient EvidenceThe assessor needs to collect sufficient evidence to make a sound judgment of the learner’s achievement. Sufficient evidence is the amount and variety of evidence the teacher/assessor has determined is necessary to record that the learner has achieved the unit of competency.Refer to individual units of competency for information on what may be sufficient evidence to achieve this qualification.
Evidence collection methodsEvidence collection methods should closely reflect the needs of the particular learner groups including:
people with disabilities people who may have literacy or numeracy difficulties speakers of languages other than English people in remote communities.
Methods for collecting sufficient evidence for assessment in this course may include:
collection of work samples/portfolio strategic questioning/interview project case study simulation observation/practical demonstration self assessment/peer evaluation training record book, logbook, diary or journal third party reports of on-the-job performance or
authenticated prior achievements audio or video recording.
Conducting AssessmentIt is important that the assessor collaborates with the learner/s about the best methods of collecting the required evidence and that learners understand the agreed assessment processes.Candidates should have:
the opportunity to make choices about assessment and forms of evidence that are appropriate to their context
an opportunity for comment, reflection and discussion with assessor/s about assessment practices
access to guidelines and models for collecting and presenting sufficient evidence such as portfolios or collection of work samples.
Assessment conditionsAssessment conditions include:
wide range of contexts and texts
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complex texts and activities e.g. embedded structure/content, writing for a range of purposes, specialised vocabulary
establishing own support resources minimal assistance from teacher/trainer/ qualified
assessor, mentor if required (all assistance should be acknowledged and documented).
Integrated assessmentAssessment should be holistic and reflect the critical aspects of evidence. Where appropriate, assessment strategies should combine assessment of related units of competency and elements to enable the learner to demonstrate related competencies, knowledge and skills at the same time.
Integrated assessment helps ensure that the assessment mirrors real life tasks e.g. computing skills units of competency could be assessed with specific reading and writing units of competency where learners use the computer to locate information, write specific texts and, in doing so, demonstrate their ability to use a computer, access the internet etc.
For detailed advice on appropriate integration of units of competency for assessment refer to:
Unit Guides for the units of competency in the qualification
course implementation advice available from Social Inclusion and Vocational Access Unit.
Assessment toolsAssessment tools should include both the assessment instrument and instructions for the assessor and learner.Whether assessors develop their own assessment tools or use prepared assessment tools, they will need to review the tools as part of their Assessment Validation process.
Assessment in specific contextsAssessment methods and tools must take into account learner characteristics, learning styles and opportunities to collect evidence. For example:
distance delivery may require assessment strategies that take account of the learners' isolation and ability to collect and provide evidence
Aboriginal learners may require assessment strategies that are appropriate for Aboriginal learning styles and demonstrate an awareness of Aboriginal perspectives.
Access and Equity and Reasonable AdjustmentAssessment methods should reflect workplace demands eg
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literacy and the needs of particular target groups eg people with disabilities, Aboriginal and Torres Strait Islander people, women and people with a language background other than English.For further information on equity principles see:
the relevant Training Package assessment guidelines AQTF 2010 Essential Conditions and Standards for
Continuing/Initial Registration - Standard 2 legislative policies, including the following, which require
that all government departments ensure that social and physical barriers are removed:o Disability Discrimination Act (1992)
http://www.humanrights.gov.au/about/legislation/index.html
o Racial Discrimination Act (1975)www.hreoc.gov.au/about/legislation.
o Disability Standards for Education 2005http://www.deewr.gov.au/schooling/programs/pages/disabilitystandardsforeducation.aspx
o NSW Principles of Multiculturalismhttp://www.crc.nsw.gov.au/legislation_and_policy/principles_of_multiculturalism
The focus of the adjusted assessment should be on enabling the learners to demonstrate that they have achieved the unit of competency purpose, rather than on the method used.
Reasonable adjustments can be made to ensure equity in assessment for people with disabilities. Adjustments include any changes to the assessment process or context that meet the individual needs of the person with a disability, but do not change competency outcomes.
Such adjustments are considered 'reasonable' if they do not impose an unjustifiable hardship on a training provider or employer.
Where Registered Training Organisations (RTOs) have specialised equity staff eg Disabilities Teacher Consultants, Aboriginal Coordinators, Women's Strategy Coordinators, Harassment Officers, Multicultural Coordinators, they may be consulted for further advice.
Refer to individual units of competency for details of specific assessment information.
6.2 Assessor competencies
The AQTF Essential Conditions and Standards for Continuing Registration 2010 specify the requirements to be met by RTOs throughout their period of registration.
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The National Quality Council (NQC) has agreed to a transition period of two years to allow providers time to adopt a planned approach to ensuring all trainers and assessors meet the requirements of Standard 1.4(a) as agreed by the Council on 17 June 2010 and set out below. Therefore, until June 2012, the NQC’s Determination of 18 December 2009 in relation to Standard 1.4(a) will also continue to apply.
Training and assessment are delivered by trainers and assessors who:
a) have the necessary training and assessment competencies determined by the National Quality Council or its successors
b) have the relevant vocational competencies at least to the level being delivered or assessed
c) can demonstrate current industry skills directly relevant to the training/ assessment being undertaken
d) continue to develop their Vocational Education and Training (VET) knowledge and skills as well as their industry currency and trainer/assessor competence.
The current National Quality Council policy in relation to Standard 1.4(a) is as follows. Trainers must:
i) hold the TAE40110 Certificate IV in Training and Assessment from the TAE10 Training and Education Training Package
orii) be able to demonstrate equivalent competencies oriii) work under the direct supervision1 of a person who has
the competencies specified in (i) or (ii) above and, be able to demonstrate vocational competencies at least to the level of those being delivered.
Note: 1Direct supervision is achieved when a person delivering training on behalf of the RTO has regular guidance, support and direction from a person designated by the RTO who has the trainer competencies in (i) or (ii) above and who monitors and is accountable for the training delivery. It is not necessary for the supervising person to be present during all training delivery.
Assessors must:i) hold the following three competencies from the TAE10
Training and Education Training Package:a) TAEASS401A Plan assessment activities and processesb) TAEASS402A Assess competencec) TAEASS403A Participate in assessment validation
orii) be able to demonstrate equivalent competencies to all
three units of competency listed in (i).
Note: If a person does not have the assessment competencies as defined in (i) or (ii) above and the relevant vocational competencies at least to the level being assessed, one person with all the assessment competencies listed in (i) or (ii), above and one or more persons who have the relevant vocational competencies at least to the level being assessed may work
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together to conduct the assessments.
Source: Appendix 2 – Training and Assessment Competencies to be held by Trainers and Assessors - Users’ Guide to the Essential Conditions and Standards for Continuing Registration.
7 Delivery7.1 Delivery mode
The flexible structure of this course enables it to be customised for delivery in a range of contexts to meet the needs of any target group.
A range of delivery modes is possible and will vary according to the nature of the learner group, local community and industry needs and availability of resources. Institutes may also have the opportunity to utilise Interactive Distance learning (IDL)
Delivery modes may include: on the job workplace delivery simulated delivery blended delivery self-paced (facilitated) delivery distance / on line delivery face to face delivery flexible delivery.
Many learners who enrol in this course may be dependent learners. In their previous learning experiences they may have been reliant on assistance, from other learners, friends and relatives, and/or the teacher. For such learners, face-to-face delivery may be the most successful mode of delivery until independent learning skills are developed.
In some cases, learners can only access education and training through distance delivery. Where this is the case, learners may need extra support to manage the delivery mode and to increase independent learning skills.
Some modes of delivery may not be appropriate for different groups of learners/individual learners and will not meet their needs. For example, distance or flexible delivery may not be appropriate for some learners.
Integrated delivery within this courseThere are discreet units of competency in this course covering literacy, numeracy, learning, planning, goal setting, technology and other skill sets mapped to the employability skills. Literacy and numeracy skills underpin vocational, generic, employability and learning to learn competencies and should be delivered in an integrated and holistic way.
Integrated delivery within a Training Package qualificationUnits in this course may be included in Training Package qualifications under the new flexible packaging rule to support
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integrated delivery and assessment of core skills.
Access and Equity and Reasonable AdjustmentEquity principles must be incorporated in the development and implementation of all qualifications. These principles recognise the need for participation from people from all backgrounds (including Aboriginal and Torres Strait Islander people, people with disabilities, women, people from a language background other than English, youth and people from low socio-economic backgrounds).The delivery of this course should be adjusted to incorporate equity principles, including the principle of reasonable adjustment. Adjustments may include:
content presentation and sequence providing extra practice time to acquire skills using adaptive technology resources and learning materials learner support.
Equity principles and the principle of reasonable adjustment are generally achieved through a combination of good teaching practice and, where necessary, additional arrangements.
7.2 Resources Specialised Facilities and EquipmentAccess to computers, as relevant.
Vocational Competency Requirements for Trainers Vocational competency is defined as broad industry knowledge and experience, usually combined with a relevant industry qualification. A person who has vocational competency will be familiar with the content of the vocation and will have relevant current experience in the industry. Vocational competency must be considered on an industry-by-industry basis and with reference to the guidance provided in the Assessment Guidelines of the relevant Training Package.As a minimum, all trainers/assessors must meet the qualification requirements detailed in the AQTF 2010 Standards or equivalent.
Note - A person with a qualification in a vocational area that is different from the course in which the unit of competency is delivered may meet the requirements to deliver the unit of competency.
As a guide, appropriate vocational qualifications for this course include the following, depending on the unit being delivered:
completion of a degree in adult literacy and/or numeracy teaching or the appropriate area relevant to the unit of competency
OR completion of a post graduate qualification in adult
literacy and/or numeracy teaching or the appropriate area
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relevant to the unit of competencyOR
equivalent qualification that will provide a teacher/trainer with skills and knowledge (or units of competency) to deliver and conduct assessment in this qualification.
RELEVANT EXPERIENCETeachers/trainers must be able to demonstrate a broad perspective and depth of understanding of the vocational area based on current and relevant experience in the industry or community sector. Usually, this will be a minimum of three years experience gained no longer than five years previously. It may have been gained through employment, professional development, industry or community liaison, return to industry programs, community service or a combination of these and other relevant methods.
For this qualification, appropriate experience includes: teaching adults returning to study
or working with target group learners
or volunteer adult literacy and numeracy tutoring.
Note: In the case of the delivery of units of competency imported from Training Packages, refer to the specific training and assessment requirements from the Training Package.
Text and References:
Refer to the Course Implementation Guide.
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8 Pathways and articulation
Pathways into this qualification include: Certificate I in Access to Work and Training Certificate I in Preparation for Work and Study
Pathways from this qualification include: Certificate III in Employment Education and Training Certificate III in Vocational and Study Pathways Certificates II and III in Vocational Training Package
courses
Articulation: Completion of this course may provide advanced standing in a range of Social Inclusion and Vocational Access Courses, depending on the electives successfully completed including:
Certificate II in Foundations for Vocational and Further Study
Certificate III in Employment, Education and Training Certificate III in Vocational and Study Pathways credit towards a range of Certificate II training package
qualifications, depending on the electives successfully completed.
9 Ongoing monitoring and evaluation
A Mid-Term Review is conducted at the mid-point of the accreditation period of this course. This process involves the review, monitoring and evaluation of a course, to evaluate its effectiveness and to advise on the continuing needs and requirements of industry and the community with specific consideration of changing technology.
Social Inclusion and Vocational Access Unit will monitor and evaluate the course during its period of accreditation or registration. It will collect information from a range of providers/stakeholders including teachers, learners, graduates, employers industry and community representatives, relevant ISCS on: general relevance of the program to the intended
vocational outcomes specific strengths of the course sections of the course that need to be reviewed or
strengthened suggestions for improvement appropriateness of entry requirements and selection
criteria appropriateness of assessment strategies need to address current industry developments and new
technologies monitoring changes to training packages where relevant monitoring lists of resources to ensure that the lists are up
to date, relevant and useful.
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TAFE NSW Implementation RequirementsProponent to complete fields as applicable.
11 Course DataCourse DataTAFE NSW Course Number TBACourse(s) Replaced (if
applicable)Certificate II in Skills for Work and Training (9072)
Accreditation Date QSU to completeExpiry of Accreditation Date QSU to completeANZSIC Code 8432 ANZSCO Code GEN20Target Audience Code 11, 24, 1, 20
Vocational Training Order (VTO) Yes No
Graded Yes No
If graded, which units contribute to the grading(To add rows, place the cursor in the last column and press the Tab key, or you can delete rows.)
Unit code Title of unit of competency
22 Handbook InformationHandbook Information
Description of the Course including Target Audience
This course is for people who wish to access employment, education and training to:
enhance career opportunities and employment pathways;
develop communication skills for accessing and maintaining employment;
gain skills to retrain or enter the workforce with vocational competencies;
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prepare for further education and training.
You can successfully achieve the course outcomes by participating in education and training through one or more of the following:
attending classes distance or online learning, workshops workplace and community based
activities.Career Opportunities When you complete this qualification you will
have access to enhanced employment opportunities and career choices as well as skills and knowledge to access further education in a range of vocational qualifications.
Articulation When you complete this course you will have advanced standing in a range of Social Inclusion and Vocational Access courses, depending on the electives successfully completed, including:
Certificate II in Foundations for Vocational and Further Study
Certificate III in Employment and Training Certificate III in Vocational and Study
Pathways You may also gain credit towards a range of Certificate II Training Package qualifications, depending on the electives successfully completed.This course will also provide the underpinning knowledge and skills for entry into qualifications in a range of industry areas, depending on electives selected.
Other training required to obtain recognition (e.g., licences)
n/a
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