PQF Induction:
Small group delivery
or 1-1 session
Topics
• The purpose of the Quality Preaccredited Framework
• Planning guide - focusing on
course plan
• Teaching guide- focusing on learner
plan
• Moderation
• Implementation
What is the purpose of preaccredited education ?
• To provide opportunities that engage and initiate
vocational pathways for the most educationally
disadvantaged learners.
• To address the particular needs of adults who
have experienced barriers to education and find
it difficult to undertake accredited courses as
their first step into vocational training.
What is the purpose of pre-accredited
education ?
The ACFE Board purchases pre-accredited courses whose
content can be classified as follows:
Adult Literacy and Numeracy - including ESL
Employment Skills - basic skills to support work or further
learning
Vocational Programs - assists people with skills
acquisition, return to work or to change jobs.
Digital Literacy - understand and utilise a range of digital
technologies.
What is the purpose of the Preaccredited Quality Framework?
The purpose of the Pre-accredited Quality Framework is to ensure:
• Pre-accredited courses are of a high and comparable quality
regardless of where they are delivered.
• Learn Local organisations and teachers implement quality
continuous improvement processes.
• The A-frame is implemented consistently.
• The ACFE Board purchases quality pre-accredited courses that
have been developed in response to the needs of learners,
employers and the community.
What does this kit contain?
Section 1 Overview
Background to the Pre-accredited Quality
Framework
Section 5 Moderation Guide
A guide to the processes and documentation for
moderation and verification
Section 6 Stakeholder Guide
Section 2 A-frame
Background and documentation for the use of the Information for Learn Local stakeholders
key pre-accredited course planning tool: the ASection 7 Induction Guide
frame
A model for introducing the Pre-accredited Quality
Framework
Section 3 Planning Guide
Overview of planning and delivery processes for
Section 8 Case Studies
managers and coordinators
Examples of pre-accredited courses
Section 4 Teaching Guide
Section 9 Glossary
Ideas and strategies for teachers delivering AKey terms defined
frame courses
Planning guide
Planning guide
Moderation
1.1 The program design is based on input/feedback from
learners; Learn Local adult education organisation staff; and/or
industry and community groups
1.Program design
1.2 The program offers recognition and pathways on completion
and facilitates the investigation of future directions to
employment and/or further studies
1.3 Reflective teaching and learning practices are in place to
inform continuous improvement models.
2.1 The learning design addresses personal, community and
employment needs
2.Learner-centred
approaches
2.2The program builds on skills, behaviours and confidence to be used
beyond the learning setting
2.3The teaching and learning activities focus on the development of
employability skills
3.1The teacher has the knowledge and skills to engage learners
3.2The teacher has the relevant content expertise
3.Quality teaching
3.3 The teacher is engaged in on-going professional development to
support quality pre-accredited delivery.
Planning guide
Let’s review the planning guide
together
Complete your action plan
Teaching guide
Teaching Guide
3.1 The teacher has the knowledge and
skills to engage learners
3. Quality
teaching
indicators
3.2 The teacher has the relevant content
expertise
3.3 The teacher is engaged in on-going
professional development to support
quality pre-accredited delivery.
Teaching guide
Let’s review the teaching guide
Opening
Learning plan
Adult learning principles
Employability skills
.
Complete your action plan
Moderation of pre-accredited
delivery
What is moderation?
Why undertake moderation?
Moderation of Pre-accredited
delivery
1. Teachers and/or program planners, presenting, analysing,
discussing and documenting adjustments to the content and
delivery of their pre accredited programs.
2. Unlike moderation of accredited courses, pre accredited
moderation evaluates the program content and delivery not the
design and use of assessment tools.
3. Moderation is a collaborative, peer appraisal process that
promotes a shared understanding of what constitutes quality
program design, delivery and outcomes for learners.
Benefits of moderation
Simple
Complements
existing practice and
resources
(A-frame)
Professional
development for
practitioners
Links to validation
process
Continuous
improvement tool
Caters for different
programs and
learner groups
Face to face or
online application
Can be
incorporated into
induction and other
planning activities
Embeds peer
support
Let’s revisit employability skills
Communication
Teamwork
Problem
solving
Initiative and
enterprise
Planning and
organising
Self
management
Learning
Technology
Review
When can moderation take place?
Internal
When planning a new
course
External
Mapping the WHAT to teach and
HOW to deliver to employability skills
based on the learner cohort
Peer input

Implementing new learner pathways
Feedback from learners
During mid course review Feedback from teachers and other
key staff




Feedback from learners
Post course evaluation
Feedback from teachers and other
key staff
Feedback from other stakeholders
Let’s review the 4 Moderation
tools – A,B,C,D
A:
Moderation Checklist
B:
The Moderation Tool
C:
Moderation Summary
D: Verification Self Assessment &
Declaration
Complete your action plan