Training and Assessment Strategy (TAS)
RTO Name: Continuing Education and Arts Centre of Alexandra (CEACA)
RTO Code: RTO3730
Qualification: Certificate IV in Outdoor Recreation
Learner Group: Industry Trainees and Interns
Date Implemented: Jan 1, 2015
The Training and Assessment Strategies and practice are the approach of, and method adopted
by, an RTO with respect to training and assessment designed to enable learners to meet the
requirements of the training package or accredited course.
Glossary, Users’ Guide to the Standards for Registered Training Organisations (RTOs) 2015, ASQA, 2014
© Velg Training, Version 2, March 2015 Page 2 of 42
Contents
1. Qualification Overview ............................................................................................. 3
1.1 Identifying Information ........................................................................................... 3
1.2 Qualification Packaging Rules .................................................................................. 4
1.3 Units of Competency ............................................................................................... 5
1.4 Learners & Clients .................................................................................................. 8
2. Course Information .................................................................................................. 9
2.1 Environment & Location ........................................................................................ 10
2.2 Duration & Amount of Training .............................................................................. 11
2.3 Mode of Delivery .................................................................................................. 11
2.4 Pathways ............................................................................................................. 12
2.5 Entry Requirements .............................................................................................. 13
2.6 Employability Skills Summary / Foundation Skills ..................................................... 14
2.7 Recognition Processes ........................................................................................... 14
2.8 Educational & Support Services .............................................................................. 15
2.9 Physical Resources ............................................................................................... 17
2.10 Learning Resources ........................................................................................... 19
3 Course Structure & Delivery Plan ........................................................................... 21
4. Assessment ............................................................................................................ 27
4.1 Evidence Gathering Techniques ............................................................................. 27
5. Human Resources .................................................................................................. 35
6. Assessment Moderation ......................................................................................... 40
6.1 Moderation Meetings............................................................................................. 40
6.2 Validation ............................................................................................................ 40
6.3 Assessment Feedback ........................................................................................... 40
6.4 Transition Arrangements ....................................................................................... 41
7. Review of Training and Assessment Strategy (TAS) .............................................. 42
© Velg Training, Version 2, March 2015 Page 3 of 42
1. Qualification Overview
1.1 Identifying Information
This section states the information identifying the RTO and the training products, as well as
the person authorising the use of the strategy document.
RTO Name Continuing Education and Arts Centre of Alexandra (CEACA)
RTO Code RTO3730
Training Package Code SIS10
Training Package Title Sport, Fitness and Recreation Training Package
Version (Release) of Training Package
3.0 Status Current ☒
Superseded ☐
Qualification Code SIS40313
Qualification Title Certificate IV in Outdoor Recreation
Delivery Period 12 Months
Contact Person Mike Pigg
Head of School of Outdoor Leadership
Murrundindi Training Institute
Contact Details 20 Cooper Street, Alexandra VIC 3714
03 5772 3220
Authorised By Charlotte Bisset, CEO, CEACA
© Velg Training, Version 2, March 2015 Page 4 of 42
1.2 Qualification Packaging Rules
Based on information available from www.training.gov.au the following packaging rules
apply for completion of this qualification:
Total Number of Units 31
Number of Core Units 15
Number of Elective Units
16
Consisting of:
all the units in any two of Groups A to AAK, or
all the units in any one of Groups A to AAK and all the units in any one of Groups AAL to AAX
the remaining to make up the required 16 elective units from the General electives, or any of the above groups; up to 5 of these remaining units may be selected elsewhere in SIS10 or any current accredited course or other Training Package, and must be first packaged at AQF level 2, 3 or 4.
Other notes Only students who have been assessed as meeting the requirements outlined in the packaging rules for this qualification will be issued with the full Certificate IV in Outdoor Recreation
© Velg Training, Version 2, March 2015 Page 5 of 42
1.3 Units of Competency
Consistent with the qualification packaging rules, the units listed below will be delivered for
this qualification. The code and title of each unit is provided as well as an indication of
core, elective (Elec), pre-requisite (Pre)/co-requisite (Co) and licensing requirements (Lic).
Code Title Core Elec Pre Co Lic
BSBWOR404B Develop work priorities
HLTAID003 Provide First Aid
SISOODR302A Plan outdoor recreation activities
SISOODR404A Manage risk in an outdoor activity
SISOODR405A Develop and coordinate programs incorporating outdoor activities
SISOOPS306A Interpret weather conditions in the field
SISOOPS407A Apply search and rescue skills
SISXCCS404A Address client needs
SISXEMR201A Respond to emergency situations
SISXIND404A Promote compliance with laws and legal principles
SISXIND405A Conduct projects
SISXOHS402A Implement and monitor occupational health and safety policies
SISXRES402A Support implementation of environmental management practices
SISXRES403A Use resources efficiently
TAEDEL301A Provide work skill instruction
Group D - Abseiling - Instruct - Natural Surface - Single Pitch
SISOABN202A Safeguard an abseiler using a single rope belay system
© Velg Training, Version 2, March 2015 Page 6 of 42
SISOABN303A Apply single pitch abseil skills on natural surfaces
SISOABN304A Establish ropes for single pitch abseiling on natural surfaces
Group E - Bushwalking - Guide - Intermediate Environment
PUAOPE002B Operate communications systems and equipment
SISOBWG302A Apply intermediate bushwalking skills
SISOBWG404A Apply river crossing skills
SISOBWG405A Guide intermediate bushwalks
SISONAV302A Apply navigation skills in an intermediate environment
SISOOPS202A Use and maintain a temporary or overnight site
Group F – Bushwalking – Instruct – Controlled Environment
SISOBWG201A Demonstrate bushwalking skills in a controlled environment
SISONAV201A Demonstrate navigation skills in a controlled environment
Group K - Canoeing - Instruct - Flat Water
SISOCNE303A Apply canoeing skills
SISOCNE202A Perform deep water rescues
SISOCNE306A Instruct canoeing skills on flat and undemanding water
Group AP - Rafting - Guide - Grade 3 Rapids
SISOWWR201A Demonstrate self-rescue skills in white water
Group Q - Challenge Ropes Course - Supervise High Ropes
SISOABL402A Facilitate adventure-based learning activities
© Velg Training, Version 2, March 2015 Page 7 of 42
SISOCRP302A Conduct a high ropes session
SISOCRP404A Supervise high ropes session
Group R - Challenge Ropes Course - Supervise Low Ropes
SISOCRP301A Conduct a low ropes session
SISOCRP403A Supervise low ropes sessions
Group S - Climbing - Guide - Natural Surface - Single Pitch - Lead
SISOCLN405A Apply single pitch lead climbing skills on natural surfaces
Group T - Climbing - Guide - Natural Surface - Top Rope
SISOCLN302A Apply climbing skills on natural surfaces
SISOCLN303A Establish belays for climbing on natural surfaces
SISOCLN304A Guide top rope climbing activities on natural surfaces
SISOVTR301A Perform vertical rescues
Group Y - Cycle Touring – Guide - Overnight
SISOCYT201A Select, set up and maintain a bike
SISOCYT202A Demonstrate basic cycling skills
SISOCYT303A Apply on-road cycling skills
Group AM - Mountain Biking - Guide
SISOMBK201A Demonstrate basic off-road cycling skills
SISOMBK302A Apply advanced off road cycling skills
SISOMBK303A Guide off road cycle tours
Group AAT - Tour Guiding
© Velg Training, Version 2, March 2015 Page 8 of 42
SITTGDE301 Work as a guide
Group AAU - Tour Guiding - Extended Tours
SITTTOP402 Set up and operate a camp site
SITTTOP302 Provide outdoor catering
SITXFSA101 Use Hygienic Practices for Food Safety
Group AAW - Youth - Orientation
CHCYTH301E Work effectively with young people
General Electives
SISOCNE305A Guide canoeing trips on flat and undemanding water
HLTAID005 Provide first aid in remote situations
Description of licensing requirements (if indicated above)
No licensing, legislative, regulatory or certification requirements apply to this qualification.
1.4 Learners & Clients
The target participants for this instance of course delivery are those interested in working in the outdoors that have very few recognized outdoor skills or no recognized outdoor skills. The student has usually spent a couple of years out of secondary school getting 'life experience' and has the desire to lead and educate others in the outdoors.
The particular cohort of students for this Training & Assessment Strategy is a group of 26 trainees and interns currently employed by various outdoor activity providers in Victoria. Thus, when students are not participating in training and assessment, they are working for their employers as assistant guides and assistant instructors (approx. 150 days).
The following table outlines student numbers and employers:
The Outdoor Education Group 7 students
YMCA Victoria 6 students
Bindaree 2 students
Residential Outdoor Schools Association (ROSA) 8 students
Camp Coolamatong (Bairnsdale) 1 student
Beaconhills College (Pakenham) 1 student
The Summit (Trafalgar East) 1 student
© Velg Training, Version 2, March 2015 Page 9 of 42
2. Course Information
Murrindindi Training Institute (MTI) and Industry
MTI was initiated in 2011 by a group of outdoor sector employers concerned about;
1. Increasing quantity and quality (skill) shortages in outdoor recreation staff
2. The reverse trend being reported by DEEWR, for Outdoor Adventure Guides, due to
statistical anomalies, and inappropriate measurement processes
3. A rapid decline in VET courses, funding and places available in Outdoor Recreation
nationally
4. A lack of job ready graduates, caused by an inadequate number of “soft skill” units in
Outdoor Recreation training package, and a tendency for TAFE’s to run the minimum
required number of electives, contrary to employer needs
5. Low skill level output by TAFE graduates, due to minimizing contact hours driven by
funding declines.
MTI / CEACA has successfully filled this gap for the employers involved, contributing to an increase
in skills sets, national staff and training quality.
See the following industry documents:
MTI Ministerial Brief, Nov 2011
Hume Regional Workforce Plan – Summary of Key Findings April 2013
Central Ranges Local Learning and Employment Network Environmental Scan, 2014
Media Release, Skills crisis looms as funding for outdoor recreation training slashed, Mar 2014
Sector Letter, by Charles Berger - CEO, Outdoors Victoria, Sept 2014
On May 10-11 of 2012, key Victorian outdoor providers meet with representatives of MTI / CEACA
at Norval, Halls Gap. YMCA Victoria, The Outdoor Education Group, Bindaree, UC Camping, and
the DET Residential Outdoor Schools Association (ROSA) were all represented. The aim of the
retreat was to facilitate the creation of an industry driven training strategy (TAS) that would
address the continued shortage of trained employees and job ready graduates in the Outdoor
industry.
At this meeting a course curriculum was defined which would give graduates the necessary skills
and experience to become ‘job ready’ for employment in residential and/or journey-based outdoor
education and recreation. The agreed curriculum has now become entrench within the MTI /
CEACA Certificate IV in Outdoor Recreation program.
At this time, the Outdoor Leadership Advisory Committee (OLAC) was established to provide
ongoing strategic review of curriculum design and program delivery of all MTI / CEACA Outdoor
Recreation courses. Today OLAC comprises representatives from YMCA Victoria, The Outdoor
Education Group, Bindaree and ROSA. OLAC continues to meet on a quarterly basis and is chaired
by Brendan Smith (Camping Regional Manager, YMCA Victoria [email protected])
Industry documents and meeting minutes from OLAC can be found at the following location:
Dropbox\HoSOL\OLAC
© Velg Training, Version 2, March 2015 Page 10 of 42
2.1 Environment & Location
The environment where the qualification will be delivered includes:
☒ Institutional delivery
☒ Simulated work/industry environment
☒ Work in industry/work placement
☐ Other (specify) Click here to enter text.
The simulated work environment will be achieved by (provide examples/descriptions):
The simulated work environment will be a methodology employed during outdoor activity skills training. We will train in the outdoors under strict industry guidelines and in small groups (e.g. 12 students) that can play the role of a client group.
For example, when training and assessing abseil skills, industry standards will be observed (Standard Operating Procedures of The Outdoor Education Group; Victorian Adventure Activity Standards), and students will play the role of instructor, group member etc.
Work placements will be ongoing for the duration of the program (12 months). Each student will be engaged by their employer at all times outside of designated training and assessment periods (approx. 150 days).
The location of training facilities for this target group will be (list all addresses and type of facility e.g., library, computer room, commercial kitchen, etc):
Training is based out of Murrindindi Training Institute (MTI) – School of Outdoor Leadership, located in the township of Alexandra, two hours north east of Melbourne.
20 Cooper Street, Alexandra VIC 3714
The training facilities for this student cohort will be:
On-site at Murrindindi Training Institute
- 2 lecture rooms - Computer room
Off-site
- Lecture room at Continuing Education and Arts Centre of Alexandra (CEACA)
38A Downey Street, Alexandra VIC 3714
- Alexandra CFA
2 Shamrock Street, Alexandra VIC 3714
- YMCA Lady Northcote
1273 Glenmore Road, Glenmore VIC 3340
© Velg Training, Version 2, March 2015 Page 11 of 42
- Camp Jungai
475 Rubicon Road, Rubicon VIC 3712
In addition, the following venues are most commonly used for outdoor field training:
• Bushwalking: Lake Eildon NP; Cathedral Range State Park; Little Desert NP • Canoeing: Murray River (Yarrawonga/Cobram); Lake Eildon • Rafting: Big river (Jamieson); Goulburn River (Eildon); King River (Whitfield) • Climb and Abseil: Cathedral Range State Park; Mount Arapiles-Tooan State Park • Cycling / Mountain Bike: Lake Eildon NP; Great Victorian Rail Trail (Alexandra)
Contingency Plans
All venues are scheduled and booked each October, in preparation for the following year.
Where environmental or situational factors (e.g. bushfire) might render an outdoor field training venue unusable, alternate venues are able to be sourced.
For example: If bushfires threaten Western Victoria (Little Desert NP) at the time of planned bushwalking training, the training will be moved locally to Lake Eildon NP or Cathedral Range State Park.
2.2 Duration & Amount of Training
The Volume of Learning for a Certificate IV in Outdoor Recreation is 600-2,400 hours. As a component of this, the amount of training provided in this instance of course delivery is 1,900 hours, comprising of:
500 hours of supervised instruction
200 hours of unsupervised activities 1,200 hours of work placement
The course structure and delivery plan has been developed in conjunction with the students employers. Training and assessment is sequenced alongside large periods of work placement to maximize the volume of learning for each student.
2.3 Mode of Delivery
Delivery will mainly be:
☒ Face to face
☐ Online
☐ Correspondence
© Velg Training, Version 2, March 2015 Page 12 of 42
☒ On-the-job (indicate number of days/hours 1,200)
☐ Combination (describe Click here to enter text.)
☒ Self-paced project and assignment work (Guided learning)
2.4 Pathways
Study Pathways
The further study pathways available to learners who undertake this qualification include:
SIS50310 – Diploma of Outdoor recreation
Furthermore, graduates of the Diploma of Outdoor Recreation may be eligible for articulated
pathways into a Bachelor of Education (P‐12) Outdoor Education at Victoria University and the Bachelor of Arts (Outdoor Education) at La Trobe University. Further information will be available in information sessions and during study.
Note: This RTO does also offer the SIS50310 – Diploma of Outdoor recreation
Employment Pathways
This qualification provides the skills and knowledge for an individual to be competent in guiding outdoor recreation activities in an uncontrolled environment. Graduates of this course have developed the skills, knowledge and experience that enable them to work independently within a variety of settings and contexts that may be complex and non-routine
The following employment pathways are available to students who complete this qualification:
Employment with Victorian or other nationwide providers of outdoor recreation / education / adventure travel companies as casual or full-time guides / instructors / tour leaders.
For example, potential employers include:
The Outdoor Education Group
Bindaree
YMCA
Auscamp
Residential Outdoor Schools Association (ROSA)
Outward Bound Australia
The World Expeditions Travel Group
© Velg Training, Version 2, March 2015 Page 13 of 42
2.5 Entry Requirements
Recruitment of students will be responsible, ethical and consistent with training package requirements at all times. MTI / CEACA is committed to non-discrimination in any form and at all times complies with equal opportunity and anti-discrimination legislation.
The specific course entry requirements are:
Minimum education standard - No minimum education standard is set as a prerequisite to entry to this course. However,
a general command of spoken and written English, as well as the ability to write a simple report is required. This course requires the satisfactory completion of oral and written tasks. For more detail refer to the assessment section of this document.
Language, Literacy, and Numeracy
- MTI / CEACA staff will review an applicant’s language, literacy and numeracy skills during the application process with writing tasks and one-on-one interviews. For more information refer to CEACA’s Enrolment Policy available from ceaca.com.au.
- If the review determines the applicant would benefit from a thorough language, literacy and numeracy skill assessment, carried out by a trained assessor with expert knowledge of the Australian Core Skills Framework, MTI / CEACA staff will discuss further options with the applicant as outlined in CEACA’s Enrolment Policy available from ceaca.com.au. Note: some options may incur additional costs.
Industry skills / knowledge / experience
- No previous industry experience is required, however students must be currently employed as a trainee or intern within the Outdoor Recreation industry to gain entry to this course
Physical / medical requirements
- A moderate level of physical fitness is required (as training is based around hiking, paddling, climbing, and where heavy lifting is common)
- MTI / CEACA staff will assess an applicant’s readiness for this course prior to enrolment via a medical declaration and during one-on-one interviews during the application process. Where concerns exist, MTI / CEACA staff will discuss further options with the applicant as outlined in CEACA’s Enrolment Policy available from ceaca.com.au. Note: some options may incur additional costs.
Age restrictions
- Applicants must be 18 years of age or above at the time of course induction (Jan 19, 2015)
Regulatory requirements
- Victorian Working With Children’s Check (WWCC) - Police Check
These documents must be submitted by the applicant and reviewed by CEACA prior to gaining entry to this course.
Students are also required to purchase - a complete set of outdoor camping equipment - clothing relevant to the particular activity specialisations they choose
Where students have difficulty securing these items, please contact MTI / CEACA for assistance.
© Velg Training, Version 2, March 2015 Page 14 of 42
2.6 Employability Skills Summary / Foundation Skills
The Employability Skills Summary for this qualification can be accessed from the training.gov.au website at the following link:
http://training.gov.au/Training/Details/SIS40313
2.7 Recognition Processes
Learners are able to have their competency from prior learning and work experience recognised in this qualification through the following arrangements:
Recognition of Prior Learning (RPL)
If a student has previously completed training or has course related skills and experience, he or she may be eligible for RPL.
CEACA will provide RPL guides and documentation to students that explain the entire process.
RPL is the acknowledgement of skills and knowledge obtained through:
Formal Training: previous courses run by training providers or in-house training
Work experience: on the job experience, including informal training.
Life experience: community group involvement, family activities, sports, hobbies, leisure activities, unpaid work, organising events, and/or travel.
Applications for RPL will be assessed on an individual basis. Each applicant will need to provide the necessary evidence documentation to demonstrate their competency in accordance with the competency requirement of the relevant qualification for which they are applying for RPL. Documentation of prior learning is the most common form of evidence however there are also other forms of evidence including: third party observations, self-assessment reviews, verbal questioning, phone interviews and real work samples such as log books, lesson plans, meeting minutes etc.
It is up to the student to compile the evidence, in consultation with a trainer once they have enrolled.
Evidence documents will be assessed against the rules of evidence namely:
1. Validity 2. Authenticity 3. Currency 4. Sufficiency
RPL information can be found in the CEACA Policy and Procedure Manual 2015 at ceaca.com.au. In addition, RPL tools and documentation can be found at the following location: Dropbox\HoSOL\RPL Package
Credit Transfer
Students may also apply for a credit transfer upon enrolment.
CEACA will provide Credit Transfer guides and documentation to students that explain the entire process.
Credit transfer information and documentation can be found in the CEACA Policy and Procedure Manual 2015 at ceaca.com.au
© Velg Training, Version 2, March 2015 Page 15 of 42
2.8 Educational & Support Services
In accordance with the Standards for RTOs 2015, at a minimum, support will include:
Identifying particular requirements (such as literacy, numeracy, English language or physical
capabilities) learners would need to complete each course, and
Developing strategies to make support available where gaps are identified.
MTI / CEACA strives to maximise opportunities for access, participation and outcomes for all students. CEACA ensures the provision of access and equity services to students as an integral part of all services and will undertake to identify and, where possible, remove barriers that prevent students from accessing and participating in our services.
The following support will be available to learners:
Language, Literacy & Numeracy (LLN) support
After enrolment a meeting can be arranged to discuss the LLN assistance that MTI / CEACA may be able to provide, with a view to creating an action plan that best addresses a student’s LLN needs.
MTI / CEACA will make every reasonable effort to ensure that we can accommodate a student’s needs. However, sometimes those needs are beyond the assistance that can reasonably be provided by MTI / CEACA (for the purposes of LLN assistance, “reasonable allowance” is defined as the provider being able to accommodate the student’s needs without significantly disadvantaging other students involvement in the course, or without causing the training provider significant financial disadvantage). Individuals who require additional help with their literacy and numeracy can access information about their nearest LLN provider by calling The Reading Writing Hotline on 1300 655 506 or refer to their website at www.literacyline.edu.au. Any costs incurred will be the responsibility of the student.
The types of assistance MTI / CEACA will be able to offer:
Any LLN difficulty To help establish competency, trainers may:
Speaking difficulties d to help explain and interpret terminology or more
complex issues.
Listening difficulties
Reading difficulties of seating close to screen.
o help read terminology or more complex issues.
© Velg Training, Version 2, March 2015 Page 16 of 42
Writing difficulties
ake notes or complete exercises on the student’s behalf where writing skills are not essential to course outcomes.
The types of assistance MTI / CEACA will not be able to offer:
Speaking difficulties .
st is met partially or fully by student (open to negotiation).
Listening difficulties course content, unless cost is met partially or
fully by student (open to negotiation).
Reading difficulties t partially or fully by student (open to
negotiation). rpret terminology or more
complex issues unless cost is met partially or fully by student (open to negotiation). o read and advise on all course materials.
Writing difficulties the course outcomes depend upon writing skills of the
level defined in the course requirements that cannot be met. es or complete exercises on the student’s behalf
where writing is not contingent of course outcomes, unless cost is met partially or fully by student (open to negotiation).
Maths / Numeracy difficulties y in the course outcomes depend upon Numeracy of
the level defined in the LLN course requirements.
Additional training and tutorials
Every effort, within reason, will be made by MTI / CEACA personnel to ensure a successful outcome for its students. Additional training and / or tutorial may be negotiated. Note: some options may incur additional costs.
Reasonable Adjustment
Where students are unable, due to physical or mental disabilities, ill health or family emergency, to undergo assessment as outlined in each training block alternative forms and times of assessment may be negotiated with a trainer prior to the assessment date. In the event that illness is the reason why an assessment cannot be completed a doctor’s certificate must be supplied.
The following processes will be applied for students considered to be ”at risk”:
MTI / CEACA is at all times concerned with the welfare of our students. Personnel will counsel students as appropriate and/or refer them to qualified counsellors. Personnel are required to respond to and attempt to alleviate any signs of distress or discomfort by students, and to actively render appropriate assistance.
© Velg Training, Version 2, March 2015 Page 17 of 42
If students require extra support or counselling, they are encouraged to make contact with a member of our team who will be eager to assist and refer them to the appropriate support services. Counselling/Personal Support
- Lifeline – 13 11 14 or www.lifeline.org.au - Relationships Australia - 1300 364 277 http://www.relationships.org.au - MensLine Australia – (For men of any age) 1300 78 99 78 - Kids Helpline (For young people aged 5-25) – 1800 551 800
Mental health websites
- Mindhealthconnect.org.au Launched as part of the Australian Government’s National E-Mental Health Strategy, this site is a trusted gateway to issues surrounding mental health care and a first step to finding relevant support and resources to meet mental health needs.
- Beyondblue.org.au Beyondblue’s work is aimed at achieving an Australian community that understands depression and anxiety, empowering all Australians, at any life-stage, to seek help.
- Anxietyonline.org.au Anxiety Online provides information, assessment, referral and treatment for Panic Disorder, Social Anxiety Disorder, Generalised Anxiety Disorder, Obsessive Compulsive Disorder and Post-Traumatic Stress Disorder.
- Headspace.org.au Headspace provides mental and health wellbeing support, information and services to young people aged 12 to 25 years and their families.
- Reachout.com ReachOut.com is Australia’s leading online youth mental health service. It’s a perfect place to start if not sure where to look. It’s got information on everything from finding motivation, through to getting through really tough times.
- Jeanhailes.org.au Jean Hailes’ vision is physical and emotional health and wellbeing in all its dimensions for all Australian women throughout their lives. VIC Mental Health Hotline: NURSE-ON-CALL on 1300 60 60 24
2.9 Physical Resources
All MTI / CEACA staff involved in the delivery and assessment of this qualification have:
☒ Direct access to the current version of the units of competency, assessment requirements,
relevant Training Package and companion volumes
https://training.gov.au/Training/Details/SIS40313
☒ Access to appropriate support materials relevant to their areas of delivery and
assessment
Available electronically at the following location: Dropbox/SOL
© Velg Training, Version 2, March 2015 Page 18 of 42
☒ Access to the latest copy of assessment tools used for this program
Available electronically at the following location: Dropbox/New MTI teaching package
☒ Access to training and assessment resources to meet the requirements of learners with
special needs including procedures for making reasonable adjustments to the assessment process
Available electronically at the following location: Dropbox/New MTI teaching package
☒ Access to equipment and facilities to meet the requirements of each unit of competency
and successfully implement the program (further information provided below).
More specifically, the following physical resources are available at CEACA / MTI for the delivery and assessment of the units of competency selected for this qualification:
Classroom lectures –
• Staff and students will be provided with all learner materials / manuals, session plans, attendance sheets and assessment materials, which are current, sufficient and effective resources for all units to be delivered • Laptop/computer • USB stick • Projector • Projector screen • Printer • Whiteboard, whiteboard equipment • The computer lab and internet will be available at all times during business hours
Bushwalking related activities- maps / compasses / first aid equipment
Climb and Abseil activities - helmet / harness / climbing hardware / climbing ropes / first aid equipment
Rafting activities - first aid equipment
Canoeing activities - first aid equipment
Cycling / Mountain Bike activities - first aid equipment
Challenge Ropes activities - first aid equipment
Note: Students are required to purchase:
- a complete set of outdoor camping equipment
- clothing relevant to the particular activity specialisations they choose
Note: a comprehensive listing of resources required for each Unit of Competency can be found within each Unit Delivery and Assessment Plan at: Dropbox/New MTI teaching package/Teaching package
© Velg Training, Version 2, March 2015 Page 19 of 42
The following physical resources owned by external organisations are available for use during delivery and assessment, and a Third Party Agreement outlining the details of these arrangements is in the following location: Reception/Documents/CEACA Admin/MOUs
Bushwalking related activities – Resources provided by the Outdoor Education Group - snow shoes / gaiters / ski poles / snow shovels / communications devices / maps / vehicles
Climb and Abseil activities - Resources provided by the Outdoor Education Group - communications devices / maps / vehicles
Rafting activities - Resources provided by the Outdoor Education Group - rafts / PFDs / helmets / paddles / pumps / repair kit / rescue kit / communications devices / maps / vehicles
Canoeing activities - Resources provided by the Outdoor Education Group - canoes / PFDs / helmets / paddles / rescue kit / communications devices / maps / vehicles
Cycling / Mountain Bike activities - Resources provided by the Outdoor Education Group – bicycle / helmet / safety vest / pump / tool kit / repair kit / traffic signage / communications devices / maps / vehicles
Challenge Ropes activities - Resources provided by YMCA Victoria - Challenge ropes course / harness / helmet / climbing hardware / rescue equipment / communications devices
2.10 Learning Resources
The following learning resources will be available to ensure learners are able to obtain and absorb the required skills and knowledge required prior to assessment:
Risk Management and OHS Risk Management Learner notes; PowerPoint; Workbook; Assignment; OEG Field Practices Manual; Victorian Adventure Activity Standards
Plan and Conduct Activities Workbook; PowerPoint; Assignment
Minimal Impact / Resource Management Leave No Trace Learner notes; PowerPoint; Workbook; Assignment; OEG Field Practices Manual
Adventure Based Learning Workshop notes; Workbook, PowerPoint; Assignment
Working with Youth PowerPoint; Assignment
Food Safety Learner Notes; PowerPoint
Weather Learner notes; PowerPoint; Workbook; Assignment
Work Skills PowerPoint; Assignment
Law Student Resource book; Learner notes; PowerPoint; Assignment
© Velg Training, Version 2, March 2015 Page 20 of 42
Bushwalking Learner notes; Introduction to Bushwalking PowerPoint; Bushwalking Guide 1 PowerPoint; Bushwalking Guide 2 PowerPoint; OEG Field Practices Manual; Victorian Adventure Activity Standards
Canoeing Learner notes; Introduction to Canoeing PowerPoint; Canoe Guide PowerPoint; Canoe Manual; OEG Field Practices Manual; Victorian Adventure Activity Standards
Climb / Abseil Learner notes; Introduction to Abseil PowerPoint; Rock Climbing Manual; OEG Field Practices Manual; Victorian Adventure Activity Standards
Challenge Ropes Learner notes; OEG Field Practices Manual; YMCA Standard Operating Procedures; Victorian Adventure Activity Standards
Search & Rescue Learner notes; PowerPoint
Cycle Learner notes; Cycle Maintenance Manual; OEG Field Practices Manual; Victorian Adventure Activity Standards
Raft White Water Raft Manual; OEG Field Practices Manual; Victorian Adventure Activity Standards
Mountain Bike Learner notes; Mountain Bike Reading Pack; OEG Field Practices Manual; Victorian Adventure Activity Standards
© Velg Training, Version 2, March 2015 Page 21 of 42
3. Course Structure & Delivery Plan
The units of competency will be delivered as:
☐ Stand-alone units
☐ Clusters of units
☒ Combination of stand-alone and clustered
The table below provides a description of the theme or topic and sequencing of units throughout the program. It also outlines the delivery schedule,
the learning materials required, the mode (face-to-face, online, workplace, etc) and the hours required. An indication is given if assessment will occur
(refer to assessment section for more information)
Week Topic/Location Unit/s of Competency (Code) Assessment (Y/N)
Delivery Mode
Hours Resources Required
4,5 Introduction Skills (MTI; Lake Eildon NP; Camp Jungai)
Introduction to Risk and OHS SISOODR404A - Manage risk in an outdoor activity SISXOHS402A - Implement and monitor occupational health and safety policies Introduction to Plan and Conduct Activities SISXIND405A - Conduct projects SISOODR302A - Plan outdoor recreation activities SISOODR405A - Develop and coordinate programs incorporating outdoor activities
Assignment Assignment Assignment Assignment Assignment
Face-to-face
11 days
Risk Mgt Learner notes; PowerPoint; Workbook; Assignment; OEG Field
Practices Manual; Victorian Adventure Activity
Standards
Workbook; PowerPoint; Assignment
© Velg Training, Version 2, March 2015 Page 22 of 42
Introduction to Minimal Impact / Resource Management SISXRES402A - Support implementation of environmental management practices SISXRES403A - Use resources efficiently Introduction to Adventure Based Learning SISOABL402A - Facilitate adventure-based learning activities Introduction to Working with Youth CHCYTH301E - Work effectively with young people Introduction to Bushwalking SISONAV201A - Demonstrate navigation skills in a controlled environment SISOBWG201A - Demonstrate bushwalking skills in a controlled environment Introduction to Canoeing SISOCNE303A - Apply canoeing skills SISOCNE202A - Perform deep water rescues Introduction to Abseil SISOABN202A - Safeguard an abseiler using a single rope belay system SISOABN303A - Apply single pitch abseil skills on natural surfaces
Assignment Assignment Assignment Assignment Bushwalk Guide 1 Bushwalk Guide 1 Canoe Guide Canoe Guide Climb Guide 2 Climb Guide 2
LNT Learner notes;
PowerPoint; Workbook; Assignment; OEG Field
Practices Manual
Workshop notes; Workbook, PowerPoint;
Assignment
PowerPoint; Assignment
Learner notes; PowerPoint; OEG Field Practices Manual; Victorian Adventure Activity
Standards; Plus physical resources listed above in
2.9
Learner notes; PowerPoint; Canoe Manual; OEG Field
Practices Manual; Victorian Adventure Activity
Standards; Plus physical resources listed above in
2.9
Learner notes; PowerPoint; Rock Climbing Manual; OEG
Field Practices Manual; Victorian Adventure Activity
Standards; Plus physical resources listed above in
© Velg Training, Version 2, March 2015 Page 23 of 42
Introduction to Challenge Ropes SISOCRP301A - Conduct a low ropes session SISOCRP302A - Conduct a high ropes session Food Safety SITXFSA101 - Use Hygienic Practices for Food Safety
Conduct Ropes Conduct Ropes YES
2.9
Learner notes; OEG Field Practices Manual; Victorian
Adventure Activity Standards; Plus physical resources listed above in
2.9
Learner Notes; PowerPoint
14 Weather (CEACA)
SISOOPS306A - Interpret weather conditions in the field
YES + Assignment
Face-to-face
1 day Learner notes; PowerPoint; Workbook; Assignment
14
Canoe Guide (Murray River)
SISOCNE303A - Apply canoeing skills SISOCNE202A - Perform deep water rescues SISOCNE306A - Instruct canoeing skills on flat and undemanding water SISOCNE305A - Guide canoeing trips on flat and undemanding water SITTGDE301 - Work as a Guide SISOOPS202A - Use and maintain a temporary or overnight site SITTTOP302A - Provide outdoor catering SITTTOP402A - Set up and operate a camp site PUAOPE002A - Operate communications systems and equipment
YES YES Canoe Assessment Work obs. Work obs. YES Bushwalk Guide 1 YES Search & rescue
Face-to-face
4 days Learner notes; PowerPoint; Canoe Manual; OEG Field
Practices Manual; Victorian Adventure Activity
Standards; Plus physical resources listed above in
2.9
15 Bushwalk Guide 1 (Lake Eildon NP)
SISONAV201A - Demonstrate navigation skills in a controlled environment SISOBWG201A - Demonstrate bushwalking skills in a controlled environment
YES YES
Face-to-face
3 days Learner notes; PowerPoint; OEG Field Practices Manual; Victorian Adventure Activity
© Velg Training, Version 2, March 2015 Page 24 of 42
SITTTOP302A - Provide outdoor catering
YES Standards; Plus physical resources listed above in
2.9 15 Term 1 Review NO Face-to-
face 1 day
23 Leaders
Wilderness Advanced First Aid (Camp Jungai)
HLTAID003 - Provide first aid HLTAID005 - Provide first aid in remote situations
YES YES
Face-to-face
60 hours
LWAFA external study material – provided by external RTO (Wilderness First Aid Australia)
25 Bushwalk Guide 2 (Little Desert NP)
SISOBWG302A - Apply intermediate bushwalking skills SISOBWG405A - Guide intermediate bushwalks SISONAV302A - Apply navigation skills in an intermediate environment SISOBWG404A - Apply river crossing skills
YES Work obs. YES YES
Face-to-face
6 days Learner notes; PowerPoint; OEG Field Practices Manual; Victorian Adventure Activity
Standards; Plus physical resources listed above in
2.9
26
Search & Rescue (Alexandra CFA building; Lake Eildon NP)
PUAOPE002A - Operate communications systems and equipment SISOOPS407A - Apply search and rescue skills SISXEMR201A - Respond to emergency situations
YES YES YES
Face-to-face
3 days Learner notes; PowerPoint; Plus physical resources
listed above in 2.9
26
Work Skills (Alexandra CFA building)
BSBWOR404B - Develop work priorities SISXCCS404A - Address client needs TAEDEL301A - Provide work skill instruction
Assignment Assignment Assignment
Face-to-face
1 day PowerPoint; Assignment
26 Law (Alexandra CFA building)
SISXIND404A - Promote compliance with laws and legal principles
Assignment Face-to-face
1 day Student Resource book; Learner notes; PowerPoint;
Assignment
27
Cycle Assist (Lake Eildon NP)
SISOCYT201A - Select, set up and maintain a bike SISOCYT202A - Demonstrate basic cycling skills SISOCYT303A - Apply on-road cycling skills
YES YES YES
Face-to-face
3 days Learner notes; Cycle Maintenance Manual; OEG Field Practices
© Velg Training, Version 2, March 2015 Page 25 of 42
Manual; Victorian Adventure Activity
Standards; Plus physical resources listed above in
2.9 28 Conduct High &
Low Ropes (YMCA Lady Northcote)
SISOCRP301A - Conduct a low ropes session SISOCRP302A - Conduct a high ropes session
YES YES
Face-to-face
2 days Learner notes; YMCA Standard Operating
Procedures; Victorian Adventure Activity
Standards; Plus physical resources listed above in
2.9
28 Supervise High & Low Ropes (YMCA Lady Northcote)
SISOCRP404A - Supervise high ropes session SISOCRP403A - Supervise low ropes sessions
YES YES
Face-to-face
4 days Learner notes; YMCA Standard Operating
Procedures; Victorian Adventure Activity
Standards; Plus physical resources listed above in
2.9
39
Raft Guide Grade 2 (River dependent)
SISOWWR201A - Demonstrate self-rescue skills in white water
YES
Face-to-face
5 days White Water Raft Manual; OEG Field Practices Manual; Victorian Adventure Activity
Standards; Plus physical resources listed above in
2.9
39
Mountain Bike Guide (Great Victorian Rail Trail)
SISOMBK201A - Demonstrate basic off-road cycling skills SISOMBK302A - Apply advanced off road cycling skills SISOMBK303A - Guide off road cycle tours
YES YES YES
Face-to-face
4 days Learner notes; Mountain Bike Reading Pack; OEG Field Practices Manual; Victorian Adventure Activity
Standards; Plus physical resources listed above in
© Velg Training, Version 2, March 2015 Page 26 of 42
2.9
40
Climb Guide 1 (Cathedral Range State Park)
SISOCLN302A - Apply climbing skills on natural surfaces SISOCLN303A - Establish belays for climbing on natural surfaces SISOVTR301A - Perform vertical rescues SISOCLN304A - Guide top rope climbing activities on natural surfaces SISOCLN405A - Apply single pitch lead climbing skills on natural surfaces SISOABN304A - Establish ropes for single pitch abseiling on natural surfaces
YES YES Climb Guide 2 Climb Guide 2 Climb Guide 2 Climb Guide 2
Face-to-face
5 days Rock Climbing Manual; Learner Notes; OEG Field
Practices Manual; Victorian Adventure Activity
Standards; Plus physical resources listed above in
2.9
49 Climb Guide 2 (Mount Arapiles-Tooan State
Park)
SISOABN202A - Safeguard an abseiler using a single rope belay system SISOABN303A - Apply single pitch abseil skills on natural surfaces SISOVTR301A - Perform vertical rescues SISOCLN304A - Guide top rope climbing activities on natural surfaces SISOCLN405A - Apply single pitch lead climbing skills on natural surfaces SISOABN304A - Establish ropes for single pitch abseiling on natural surfaces
YES YES YES YES YES YES
Face-to-face
5 days Rock Climbing Manual; Learner Notes; OEG Field
Practices Manual; Victorian Adventure Activity
Standards; Plus physical resources listed above in
2.9
50
Canoe Assessment (Lake Eildon)
SISOCNE306A - Instruct canoeing skills on flat and undemanding water
YES Face-to-face
2 days Canoe Manual; OEG Field Practices Manual; Victorian
Adventure Activity Standards; Plus physical resources listed above in
2.9 50
End of Year / Term 2 Review
NO Face-to-face
1 day
© Velg Training, Version 2, March 2015 Page 27 of 42
4. Assessment
MTI / CEACA is committed to an assessment system that ensures that assessment both complies with the assessment requirements of the training
package; and is conducted in accordance with the Principles of Assessment and the Rules of Evidence.
Principles of Assessment
Fairness The individual learner’s needs are considered in the assessment process.
Where appropriate, reasonable adjustments are applied by the RTO to take into account the individual learner’s needs.
The RTO informs the learner about the assessment process, and provides the learner with the opportunity to challenge the result of
the assessment and be reassessed if necessary.
Flexibility Assessment is flexible to the individual learner by:
reflecting the learner’s needs;
assessing competencies held by the learner no matter how or where they have been acquired; and
drawing from a range of assessment methods and using those that are appropriate to the context, the unit of competency and
associated assessment requirements, and the individual.
Validity Any assessment decision of the RTO is justified, based on the evidence of performance of the individual learner.
Validity requires:
assessment against the unit(s) of competency and the associated assessment requirements covers the broad range of skills
and knowledge that are essential to competent performance;
assessment of knowledge and skills is integrated with their practical application;
assessment to be based on evidence that demonstrates that a learner could demonstrate these skills and knowledge in other
similar situations; and
judgement of competence is based on evidence of learner performance that is aligned to the unit/s of competency and
associated assessment requirements.
Reliability Evidence presented for assessment is consistently interpreted and assessment results are comparable irrespective of the assessor
conducting the assessment.
© Velg Training, Version 2, March 2015 Page 28 of 42
Rules of Evidence
Validity The assessor is assured that the learner has the skills, knowledge and attributes as described in the module or unit of competency and
associated assessment requirements.
Sufficiency The assessor is assured that the quality, quantity and relevance of the assessment evidence enables a judgment to be made of a
learner’s competency.
Authenticity The assessor is assured that the evidence presented for assessment is the learner’s own work.
Currency The assessor is assured that the assessment evidence demonstrates current competency. This requires the assessment evidence to be
from the present or the very recent past.
4.1 Evidence Gathering Techniques
The table below provides a general overview of the evidence gathering techniques that will be used to assess each unit of competency.
Where evidence is gathered over multiple sources of assessment, successful completion of the unit of competency will only be judged after
successfully completing each individual assessment. For example, to complete the following unit, SISOOPS306A Interpret weather conditions
in the field, a student must pass the written exam, AND satisfactorily complete an assignment and workbook.
For more information on our assessment process, refer to the CEACA Assessment Policy (available in the CEACA Policy and Procedure
Manual 2015 at ceaca.com.au).
In addition, more detailed information regarding the assessment of each unit of competency, including timing and resources can be found in
the Unit Delivery and Assessment Plans saved in the following location: Dropbox/New MTI teaching package/Teaching package
© Velg Training, Version 2, March 2015 Page 29 of 42
Technique Legend
Examples of techniques may include observation of performance, questioning, workbooks, practical tasks, simulation, interviews, third party
reports, etc. The techniques used for this qualification and target group are as follows:
A Observation Checklist
B Written Examination
C Project
D Assignment
E Workbooks
F Feedback
Assessment Matrix
Unit Code Unit Title
Technique (refer to legend)
A B C D E F Notes regarding timing and specific resources required
Introduction Skills
SITXFSA101 Use Hygienic Practices for Food Safety
Weather
SISOOPS306A Interpret weather conditions in the field Assignment due: 1/6/15
Canoe Guide
SISOCNE303A Apply canoeing skills
SISOCNE202A Perform deep water rescues
SISOCNE305A Guide canoeing trips on flat and undemanding water Includes workplace obs.
SITTGDE301 Work as a Guide Includes workplace obs.
SISOOPS202A Use and maintain a temporary or overnight site
SITTTOP402A Set up and operate a camp site
© Velg Training, Version 2, March 2015 Page 30 of 42
Unit Code Unit Title
Technique (refer to legend)
A B C D E F Notes regarding timing and specific resources required
Bushwalk Guide 1
SISONAV201A Demonstrate navigation skills in a controlled environment
SISOBWG201A Demonstrate bushwalking skills in a controlled environment
SITTTOP302A Provide outdoor catering
Leaders Wilderness Advanced First Aid
HLTAID003 Provide first aid
HLTAID005 Provide first aid in remote situations
Bushwalk Guide 2
SISOBWG302A Apply intermediate bushwalking skills
SISOBWG405A Guide intermediate bushwalks Includes workplace obs.
SISONAV302A Apply navigation skills in an intermediate environment
Search & Rescue
PUAOPE002A Operate communications systems and equipment
SISOOPS407A Apply search and rescue skills
SISXEMR201A Respond to emergency situations
Work Skills (Assignment due 5/10/15)
BSBWOR404B Develop work priorities
SISXCCS404A Address client needs
TAEDEL301A Provide work skill instruction
© Velg Training, Version 2, March 2015 Page 31 of 42
Law (Assignment due 3/8/15)
SISXIND404A Promote compliance with laws and legal principles
Cycle Assist
SISOCYT201A Select, set up and maintain a bike
SISOCYT202A Demonstrate basic cycling skills
SISOCYT303A Apply on-road cycling skills
Conduct High & Low Ropes
SISOCRP301A Conduct a low ropes session
SISOCRP302A Conduct a high ropes session
Supervise High & Low Ropes
SISOCRP404A Supervise high ropes session
SISOCRP403A Supervise low ropes sessions
Raft Guide Grade 2
SISOWWR201A Demonstrate self-rescue skills in white water
Mountain Bike Guide
SISOMBK201A Demonstrate basic off-road cycling skills
SISOMBK302A Apply advanced off road cycling skills
SISOMBK303A Guide off road cycle tours
Climb Guide 1
SISOCLN302A Apply climbing skills on natural surfaces
SISOCLN303A Establish belays for climbing on natural surfaces
© Velg Training, Version 2, March 2015 Page 32 of 42
Climb Guide 2
SISOVTR301A Perform vertical rescues
SISOCLN304A Guide top rope climbing activities on natural surfaces Assignment due: 4/12/15
SISOCLN405A Apply single pitch lead climbing skills on natural surfaces
SISOABN304A Establish ropes for single pitch abseiling on natural surfaces
SISOABN202A Safeguard an abseiler using a single rope belay system
SISOABN303A Apply single pitch abseil skills on natural surfaces
Canoe Assessment
SISOCNE306A Instruct canoeing skills on flat and undemanding water
Risk Assignment (Workbook due 1/6/15; Assignment due 10/8/15)
SISOODR404A Manage risk in an outdoor activity
SISXOHS402A
Implement and monitor occupational health and safety policies
Plan and Conduct Outdoor Activity Assignment (Workbook due 5/10/15; Assignment due 5/10/15)
SISOODR302A Plan outdoor recreation activities
SISXIND405A Conduct projects
SISOODR405A Develop and coordinate programs incorporating outdoor activities
Minimal Impact Assignment (Workbook due 10/8/15; Assignment due 10/8/15)
SISXRES402A Support implementation of environmental management practices
Resources Assignment (Workbook due 2/11/15; Assignment due 2/11/15)
SISXRES403A Use resources efficiently
© Velg Training, Version 2, March 2015 Page 33 of 42
Adventure Based Learning Assignment (Workbook due 12/10/15; Assignment due 12/10/15)
SISOABL402A Facilitate adventure-based learning activities
Youth Assignment (Assignment due 6/10/15)
CHCYTH301E Work effectively with young people
Please note any adjustments that may be required to cater for different learner requirements:
Refer to section 2.8 Educational & Support Services
4.2 Authenticity of student work
A student must be able to ensure the authenticity of their own work at all times.
For more information please refer to the CEACA Assessment Policy (available in the CEACA Policy and Procedure Manual 2015 at
ceaca.com.au)
4.3 Cheating and plagiarism
Plagiarism is the presentation of somebody else’s work as your own. This includes copying of somebody else’s work without giving credit to
the author or submitting someone else’s work as your own.
Cheating and plagiarism is not acceptable. A student’s enrolment can be suspended if CEACA has reason to believe that the act of plagiarism
has been committed.
For more information please refer to the CEACA Assessment Policy (available in the CEACA Policy and Procedure Manual 2015 at
ceaca.com.au)
4.4 Reassessment
In the event of a ‘not yet satisfactory’ outcome of an assessment, a student will have an opportunity to re-do the assessments for that unit at
no cost. Should the result of the re-sit be an outcome of ‘not yet satisfactory’ one further re-sit is allowed.
If, after re-doing the assessment(s), a student still does not meet the necessary criteria for competency he/she has the opportunity (to
negotiate with MTI / CEACA) and seek extra training on a case by case basis. Note: some options may incur additional costs.
© Velg Training, Version 2, March 2015 Page 34 of 42
For more information please refer to the CEACA Assessment Policy (available in the CEACA Policy and Procedure Manual 2015 at
ceaca.com.au)
4.5 Assessment appeals and grievances
MTI / CEACA seeks to prevent assessment appeals by ensuring students are satisfied with the training and assessment process. All training
personnel are expected to be fair, courteous and helpful in all dealing with students. Before making a formal appeal, students are required to
discuss the matter with the relevant Assessor in an effort to reach an agreement.
The Assessor will undertake to reassess the decision that has been made. If a student is still unhappy, they may lodge a formal appeal in
writing to The Head of School of Outdoor Leadership. Upon receiving a formal appeal, CEACA will appoint a further member of its RTO
Personnel as a third party to try to resolve the issue. Any decision recommended by the third party is not binding to either party.
If a student is still unhappy, CEACA will appoint another Registered Training Organisation (RTO) to review the appeal. This registered training
organisation will either:
• Uphold the appeal;
• Reject the appeal; or
• Recommend further evidence gathering by either party.
If the student is still unhappy, he/she has a right to complain to the national regulator; the Australian Skills Quality Authority (ASQA) via the
appropriate process.
For more information please refer to the CEACA Assessment Policy (available in the CEACA Policy and Procedure Manual 2015 at
ceaca.com.au)
© Velg Training, Version 2, March 2015 Page 35 of 42
5. Human Resources
The requirements of clauses 1.1-1.16 of the Standards for RTOs 2015 are summarised below. The RTO ensures all trainers and assessors
comply with these requirements and copies of qualifications are stored together with the PD evidence with the trainer/assessor profile in the
following location: Dropbox/SOL/SOL Trainer information
The table below summarises the requirements for trainers and assessors.
Role Vocational
Competence
Current
Industry
Skills
Trainer and
Assessor PD 2015
2016
No equivalence
2017
No equivalence
Vocational
Training Areas
Trainer TAE40110* or equivalent or a
diploma or a higher level qualification in adult education
TAE40110* or a diploma or a
higher level qualification in adult education
TAE40110* or a diploma or a higher level
qualification in adult education
Assessor TAE40110 or the Assessor Skill Set* or equivalent, or a diploma or higher level qualification in
adult education
TAE40110, Assessor Skill Set* or a diploma or higher level
qualification in adult education
TAE40110, Assessor Skill Set* or a diploma or higher level qualification in
adult education
Trainer under supervision (of a qualified trainer listed
above) --
1 x Enterprise Trainer Skill Set^ or equivalent
1 x Enterprise Trainer Skill Set^ 1 x Enterprise Trainer Skill Set^
Team Assessment
Qualified assessor -- -- TAE40110 or the Assessor Skill Set* or equivalent, or a diploma
or higher level qualification in adult education
TAE40110 or the Assessor Skill
Set* or a diploma or higher level qualification in adult education
TAE40110 or the Assessor Skill Set* or a diploma or
higher level qualification in adult education
Team Assessment
Industry Expert -- N/A N/A N/A
Training and
Assessment
Qualifications
TAE40110*
Trainer/Assessor TAE40110/TAE50111/TAE50211* or equivalent or a higher level
qualification in adult education
TAE40110/TAE50111/TAE50211* or a higher level qualification in
adult education
TAE50111* or TAE50211* or a higher level
qualification in adult education
TAE50111* OR
TAE50211*
Trainer/Assessor
TAE50111*/TAE50211* or equivalent or a higher level
qualification in adult education
TAE50111*/TAE50211* or a higher level qualification in adult
education
TAE50111* or TAE50211* or a higher level
qualification in adult education
* or its successor
© Velg Training, Version 2, March 2015 Page 36 of 42
Key ^ Enterprise Trainer Skill Set includes one of the following or its successor:
TAE40110 Certificate IV in Training and Assessment TAESS00007 Enterprise Trainer – Presenting Skill Set TAESS00003 Enterprise Trainer and Assessor Skill Set
TAE50111 Diploma of Vocational Education and Training BSBCMM401A Make a presentation TAEASS401B Plan assessment activities
and processes
TAE50211 Diploma of Training Design and Development TAEDEL301A Provide work skill instruction TAEASS402B Assess competence
TAESS00001 Assessor Skill Set TAEASS403B Participate in assessment validation
TAEASS401B Plan assessment activities and processes TAESS00008 Enterprise Trainer – Mentoring Skill Set TAEDEL301A Provide work skill instruction
TAEASS402B Assess competence TAEDEL404A Mentor in the workplace
TAEASS403B Participate in assessment validation TAEDEL301A Provide work skill instruction
Documentation is kept for each trainer/assessor to demonstrate their competence and currency in line with the relevant directive described above. These documents are held on file and stored in the following location:
Dropbox/SOL/SOL Trainer information
© Velg Training, Version 2, March 2015 Page 37 of 42
Staff Matrix
Staff Member/s Trainer Assessor Train/Assess Qualification
Vocational Qualification Training arrangements
(team teaching, working under supervision, etc)
Units of Competency Delivering/Assessing
Ebony Arnold TAE40110 SRO50206 Diploma of Outdoor Recreation
Trainer and Assessor BSBWOR404B Develop work priorities
SISXCCS404A Address client needs
TAEDEL301A Provide work skill instruction
SISOODR404A Manage risk in an outdoor activity
SISXOHS402A Implement and monitor occupational health and safety policies
SISXOHS402A Implement and monitor occupational health and safety policies
SISOODR302A Plan outdoor recreation activities
SISXIND405A Conduct projects
SISOODR405A Develop and coordinate programs incorporating outdoor activities
SISXRES402A Support implementation of environmental management practices
SISXRES403A Use resources efficiently
SISXIND404A Promote compliance with laws and legal principles
SISOOPS306A Interpret weather conditions in the field
SISOOPS407A Apply search and rescue skills
SISXEMR201A Respond to emergency situations
SISOCNE303A Apply canoeing skills
SISOCNE202A Perform deep water rescues
SISOCNE306A Instruct canoeing skills on flat and undemanding water
SISOCNE305A Guide canoeing trips on flat and undemanding water
SITTGDE301 Work as a Guide
SISOOPS202A Use and maintain a temporary or overnight site
SITTTOP402A Set up and operate a camp site
SISONAV201A Demonstrate navigation skills in a controlled environment
SISOBWG201A Demonstrate bushwalking skills in a controlled environment
SITTTOP302A Provide outdoor catering
SISOBWG302A Apply intermediate bushwalking skills
© Velg Training, Version 2, March 2015 Page 38 of 42
SISOBWG405A Guide intermediate bushwalks
SISONAV302A Apply navigation skills in an intermediate environment
PUAOPE002A Operate communications systems and equipment
SISOWWR201A Demonstrate self-rescue skills in white water
SISOCLN302A Apply climbing skills on natural surfaces
SISOCLN303A Establish belays for climbing on natural surfaces
SISOVTR301A Perform vertical rescues
SISOCLN304A Guide top rope climbing activities on natural surfaces
SISOCLN405A Apply single pitch lead climbing skills on natural surfaces
SISOABN304A Establish ropes for single pitch abseiling on natural surfaces
SISOABN202A Safeguard an abseiler using a single rope belay system
SISOABN303A Apply single pitch abseil skills on natural surfaces
CHCYTH301E Work effectively with young people
SISOABL402A Facilitate adventure-based learning activities
Steven Prothero TAE40110 RSRO50299 Diploma of Outdoor Recreation
Trainer and Assessor BSBWOR404B Develop work priorities SISXCCS404A Address client needs
TAEDEL301A Provide work skill instruction
SISOODR404A Manage risk in an outdoor activity
SISXOHS402A Implement and monitor occupational health and safety policies
SISXOHS402A Implement and monitor occupational health and safety policies
SISOODR302A Plan outdoor recreation activities
SISXIND405A Conduct projects
SISOODR405A Develop and coordinate programs incorporating outdoor activities
SISXRES402A Support implementation of environmental management practices
SISXRES403A Use resources efficiently
SISXIND404A Promote compliance with laws and legal principles
SISOOPS306A Interpret weather conditions in the field
SISOOPS407A Apply search and rescue skills
SISXEMR201A Respond to emergency situations
© Velg Training, Version 2, March 2015 Page 39 of 42
SISOCNE303A Apply canoeing skills
SISOCNE202A Perform deep water rescues
SISOCNE306A Instruct canoeing skills on flat and undemanding water
SISOCNE305A Guide canoeing trips on flat and undemanding water
SITTGDE301 Work as a Guide
SISOOPS202A Use and maintain a temporary or overnight site
SITTTOP402A Set up and operate a camp site
SISONAV201A Demonstrate navigation skills in a controlled environment
SISOBWG201A Demonstrate bushwalking skills in a controlled environment
SITTTOP302A Provide outdoor catering
SISOBWG302A Apply intermediate bushwalking skills SISOBWG405A Guide intermediate bushwalks
SISONAV302A Apply navigation skills in an intermediate environment
PUAOPE002A Operate communications systems and equipment
SISOCRP301A Conduct a low ropes session
SISOCRP302A Conduct a high ropes session
SISOCRP404A Supervise high ropes session
SISOCRP403A Supervise low ropes sessions
SISOWWR201A Demonstrate self-rescue skills in white water
SISOCLN302A Apply climbing skills on natural surfaces
SISOCLN303A Establish belays for climbing on natural surfaces
SISOVTR301A Perform vertical rescues
SISOCLN304A Guide top rope climbing activities on natural surfaces
SISOCLN405A Apply single pitch lead climbing skills on natural surfaces
SISOABN304A Establish ropes for single pitch abseiling on natural surfaces
SISOABN202A Safeguard an abseiler using a single rope belay system
SISOABN303A Apply single pitch abseil skills on natural surfaces
CHCYTH301E Work effectively with young people
SISOABL402A Facilitate adventure-based learning activities
© Velg Training, Version 2, March 2015 Page 40 of 42
6. Assessment Moderation
6.1 Moderation Meetings
Moderation meetings will be held according to a set schedule to ensure a systematic approach. This is separate to the validation process and
is intended to ensure reliable judgements have been made prior to issuing results to learners.
Moderation of judgements will occur on a regular basis and prior to issuing results to students, at least every 6 months (i.e. at the time of
Term 1 and Term 2 reviews). The moderation process involves the review of samples folios of evidence (assessments and RPL submissions)
to confirm reliability and consistency of judgements that meet the requirements of the training package as well as meet industry standards.
Materials such as learning and reference materials, training package assessment guidelines, feedback forms and other resources will be
utilised.
Discussions and recommendations during moderation meetings will be recorded on a Moderation Form and stored in the following location:
Dropbox/SOL/Moderation Meetings
6.2 Validation
Validation will occur in alignment with the RTO’s 5 year plan. Refer to the plan/schedule in the following location: CEACA Policy and Procedure
Manual 2015 at ceaca.com.au
6.3 Assessment Feedback
Feedback and input from students and other stakeholders will be sought, analysed and acted upon, where necessary, on a regular basis. Information gained will form part of any review of materials and in the validation and moderation processes. Feedback will be sought through the following process:
Feedback from students:
1. Trainer Feedback Form (post each Training Block) 2. End of Term Review Feedback Form (Biannually, post Term 1 and post Term 2) 3. End of Year Review Feedback Form (Annually, end of year)
Feedback from employers:
1. End of Term Review Feedback Form (Biannually, post Term 1 and post Term 2) 2. Traineeship Feedback Form (Annually, end of year)
© Velg Training, Version 2, March 2015 Page 41 of 42
6.4 Transition Arrangements
The RTO is subscribed to the following email updates to ensure the RTO is advised of any changes to the Training Package:
☒ Australian Skills Quality Authority
☒ Training.gov.au
☐ VET Reform Taskforce
☒ Velg Training Newsletters
☐ Other – specify Click here to enter text.
☒ ISC Newsletters – indicate which ISCs Click here to enter text.
When there is a change to the Training Package that impacts on this TAS, the RTO Manager will notify all staff affected as soon as possible.
The RTO complies with clauses 1.26 & 1.27 of the Standards for RTOs 2015. When there are major changes to the Training Package, the RTO Manager and management team will review the changes made and create a plan to transition to the new training package requirements and cater for completion arrangements for students where possible. The progress of the transition will be monitored by the RTO Manager and the management team.
Transition arrangements must be completed within 12 months of changes being published on training.gov.au for superseded qualifications and two years for deleted training products (except Skill Sets and units of competency which are 12 months).
© Velg Training, Version 2, March 2015 Page 42 of 42
7. Review of Training and Assessment Strategy (TAS)
This TAS will be reviewed as required by changes to the Training Package, organisational resources and in meeting individual client needs. A
systematic approach will also be used to review the TAS and any recommended changes will be discussed by trainers, assessors, the RTO
Manager and Management Team. These changes will be implemented when/if approved.
Approved by:
RTO Manager Name: Charlotte Bisset
RTO Manager Signature:
Date: Click here to enter a date.